T&f education and further education 2018 by SCIENTIFIC BOOKS INFORMATION

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Education 2018 New and Forthcoming Titles

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Welcome to the 2018 Education Catalogue. In this catalogue you will find information on the Routledge list which covers our key textbooks by leading experts in the field, browse through useful resources for professional development, and read about our cuttingedge research monographs and handbooks. We welcome your feedback on our publishing programme, so please do not hesitate to get in touch â&#x20AC;&#x201C; whether you want to read, write, review, adapt or buy, we want to hear from you, so please visit our website below or please contact your local sales representative for more information.

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Contents Adult Education and Lifelong Learning ................... 2

Post-Compulsory Education .................................. 106

Bilingualism / ESL .......................................................... 4

Primary/Elementary Education ............................. 107

Childhood ....................................................................... 8

Research Methods in Education ............................ 114

Classroom Practice ..................................................... 15

School Leadership, Management & Administration .......................................................... 116

Continuing Professional Development .................. 24 Curriculum Studies ..................................................... 26 Early Years .................................................................... 43 Education Policy & Politics ........................................ 52 Educational Psychology ............................................ 59 Educational Research ................................................ 65 Education Studies ....................................................... 68 Higher Education ........................................................ 71 History of Education .................................................. 80 Inclusion and Special Educational Needs .............. 81 International & Comparative Education ................ 92 Multicultural Education ............................................. 96 Open & Distance Education and eLearning ........... 98 Philosophy of Education ......................................... 102

School Psychology ................................................... 122 Secondary Education ............................................... 123 Sociology of Education ........................................... 126 Teachers & Teacher Education ............................... 131 Teaching Assistants ................................................. 134 K-12 Resources .......................................................... 135 Index ........................................................................... 139

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Adult Education and the Formation of Citizens

Emerging Adulthood and Higher Education

A Critical Interrogation

A New Student Development Paradigm

Andreas Fejes, Magnus Dahlstedt and Maria Olson Series: Routledge Research in Lifelong Learning and Adult Education

Edited by Joseph Murray, Bucknell University, USA and Jeffrey Jensen Arnett

This book discusses how citizenship education can be understood as an instrument of discourse and mechanism of government. Drawing on wider international literature, as well as a large empirical sample of policy documents and interviews in different adult education sites in Sweden, the book explores contemporary forms of citizenship education and engages in questions over the kind of students being shaped through current discourses on citizenship education. It details what is being done through adult education for citizenship in contemporary times and its possible effects and dangers, and argues for the opening of new citizenship discourses within and beyond adult education. Routledge Market: Education May 2018: 234x156: 208pp Hb: 978-0-815-36280-7: £115.00 eBook: 978-1-351-11135-5 * For full contents and more information, visit: www.routledge.com/9780815362807

This edited collection explores how recent social, cultural, and economic changes have altered the pathway to adulthood within developed nations, which has implications for how students learn and develop in colleges and universities. Drawing on Arnett’s theory of emerging adulthood, this important book makes connections to higher education and student affairs practice, explores how this theory fits alongside current student development theory, and how it’s uniquely suited to address challenges facing higher education today. Routledge Market: Education July 2018: 229 x 152: 224pp Hb: 978-1-138-65412-9: £90.00 Pb: 978-1-138-65413-6: £29.99 eBook: 978-1-315-62340-5 * For full contents and more information, visit: www.routledge.com/9781138654129

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Contemporary Theories of Learning

Essays on Employer Engagement in Education

Learning Theorists … In Their Own Words

Edited by Anthony Mann, Education and Employers Taskforce, UK, Prue Huddleston, University of Warwick, UK and Elnaz T. Kashefpakdel, Education and Employers Taskforce, UK

Edited by Knud Illeris, Aarhus University, Denmark. This tenth anniversary edition of Knud Illeris’ classic 2008 text Contemporary Theories of Learning, includes new chapters from some of the world’s most influential theorists including John Hattie and Gert Biesta. This seminal book provides the definitive collection of theorist’s work in their own words as they present their understanding of what learning is and how human learning takes place. By explaining both the complex frameworks and the specific facets of learning, this key text is both the perfect desk reference and an ideal introduction for students.

Routledge Market: Education/Learning Theory March 2018: 234x156: 272pp Hb: 978-1-138-55048-3: £105.00 Pb: 978-1-138-55049-0: £26.99 eBook: 978-1-315-14727-7 Prev. Ed Hb: 978-0-415-47343-9 * For full contents and more information, visit: www.routledge.com/9781138550483

Building on new theories about the meaning of employability in the twenty-first century and the power of social and cultural capital, this collection considers how employer engagement is delivered and explores the economic outcomes linked to participation. Introducing international policy, research and conceptual approaches, contributors to the volume illustrate the role of employer engagement within schooling and the life courses of young people. The book also considers employer engagement within economic and educational contexts and the delivery and impact from a global perspective. The work concludes with a discussion of the implications for policy, practice and future research. Routledge Market: Education July 2018: 234x156 Hb: 978-1-138-50104-1: £105.00 eBook: 978-1-315-14411-5 * For full contents and more information, visit: www.routledge.com/9781138501041

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Creativity and Learning in Later Life

How Non-Permanent Workers Learn and Develop

An Ethnography of Museum Education

Challenges and Opportunities

Shari Sabeti Series: Routledge Research in Education Creativity and Learning in Later Life examines how processes such as ‘creativity’ and ‘inspiration’ are experienced by writers who engage with the visual arts, and questions how age is perceived in relation to these processes. The author’s careful analysis challenges many of the assumptions on which museum education currently operates, contributing to wider debates surrounding the value of arts and cultural heritage education.

Routledge Market: Education November 2017: 234x156: 184pp Hb: 978-1-138-93731-4: £115.00 eBook: 978-1-315-67634-0 * For full contents and more information, visit: www.routledge.com/9781138937314

Edited by Helen Bound, Centre for Research in Learning, Singapore., Karen Evans, University of London, UK, Sahara Sadik, Institute for Adult Learning, Singapore and Annie Karmel, Institute for Adult Learning, Singapore Series: Routledge Research in Lifelong Learning and Adult Education Based on a study of 100 non-permanent workers in Singapore, it offers a model to guide thinking about the learning and development of non-permanent workers in terms of an "integrated practice" that requires a deft interplay between craft, entrepreneurial and personal learning-to-learn skills. The book considers how strategies for continuing education and training can have better fit with the realities of non-permanent work. It also offers a constructive exploration of what public policy in advanced industrial economies should do to support and protect workers in securing futures for themselves and their families. Routledge Market: Education June 2018: 234x156: 224pp Hb: 978-1-138-10311-5: £105.00 eBook: 978-1-315-10299-3 * For full contents and more information, visit: www.routledge.com/9781138103115

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Vocational Education in the Nordic Countries Learning from diversity Edited by Christian Helms Jørgensen, Roskilde University, Denmark, Ole Johnny Olsen, University of Bergen, Norway and Daniel Persson Thunqvist, Linköping University Series: Routledge Research in International and Comparative Education Vocational Education in the Nordic Countries: Learning from diversity is the second of two volumes that disseminates new and systematic knowledge on the strengths and weaknesses of the different models of vocational education and training (VET) in four Nordic countries. This second book provides thorough examinations of VET in Sweden, Denmark, Norway and Finland. Each section examines the current challenges for VET, compares how these challenges are managed, and explores recent reforms and institutional innovations. Contributors also analyse institutions and policies at the national level and include comparative studies of two occupations at the micro-level in the four countries. Routledge Market: Education April 2018: 234x156 Hb: 978-1-138-21980-9: £105.00 eBook: 978-1-315-41449-2 * For full contents and more information, visit: www.routledge.com/9781138219809

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Vocational Education in the Nordic Countries The historical evolution Edited by Svein Michelsen, University of Bergen, Norway and Marja-Leena Stenström, University of Jyväskylä, Finland Series: Routledge Research in International and Comparative Education The Historical Evolution of Vocational Education in the Nordic Countries is the first of two volumes that disseminate new and systematic knowledge on the strengths and weaknesses of the different models of vocational education and training (VET) in four Nordic countries. This first book examines the historical evolution of VET at upper secondary level in these countries. Contributors also analyse how each country manages a number of common challenges, with discussion and comparisons of each nation’s strengths and weaknesses. Routledge Market: Education April 2018: 234x156 Hb: 978-1-138-22085-0: £105.00 eBook: 978-1-315-41181-1 * For full contents and more information, visit: www.routledge.com/9781138220850

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Young People’s Journeys into Creative Work Hustle and Grow Julian Sefton-Green, Deakin University, Australia, S Craig Watkins and Ben Kirshner Series: Routledge Research in Education Drawn from original case studies, this book describes how young people show initiative and ingenuity as they navigate entry into work in the creative industries. With a focus on inequality and social mobility, the authors explore how both formal and informal education initiatives and training systems around the Anglophone world strive to achieve a diverse and varied creative workforce. Case studies draw on several cities—London, Austin, Philadelphia, and Denver—and various spheres of creative industries and civic activities to explore the dynamic ways young people navigate the uncertainties driven by social, economic, and technological change. Routledge Market: Education August 2018: 229 x 152: 208pp Hb: 978-1-138-04083-0: £105.00 eBook: 978-1-315-17475-4 * For full contents and more information, visit: www.routledge.com/9781138040830

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21st Century Pre-school Bilingual Education

Blended Basic Language Courses

Edited by Mila Schwartz, Oranim Academic College of Education, Israel. and Åsa Palviainen, University of Jyväskylä, Finland

Design, Pedagogy, and Implementation

This book offers a timely focus on preschool bilingual education in the 21st century. It illustrates the need to examine early bilingual education within specific socio-cultural contexts, as well as to search for its universal features. It was first published as a special issue of International Journal of Bilingual Education and Bilingualism. Routledge Market: Education January 2018: 246x174: 132pp Hb: 978-0-815-39318-4: £115.00 * For full contents and more information, visit: www.routledge.com/9780815393184

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A New Approach to English Pedagogical Grammar The Order of Meanings Edited by Akira Tajino, Kyoto University, Japan Series: Routledge Research in Language Education This book proposes Meaning-order Approach to Pedagogical Grammar (MAP Grammar) as a practical pedagogical approach in ESL and EFL contexts. Teaching grammar through an easy-to-understand three-dimensional model, MAP Grammar establishes the clause as the fundamental unit of English and interprets meaning units in the sentence, thus allowing visualizable association between individual grammar items. By focusing on the order of meaning (rather than the order of words) in a sentence, MAP Grammar also distills current descriptive sentence structures (typically taught as five or seven patterns) into one meaning-based sentence structure for teaching and learning. Routledge Market: Education/ Language October 2017: 234x156: 244pp Hb: 978-1-138-22711-8: £105.00 eBook: 978-1-315-39666-8 * For full contents and more information, visit: www.routledge.com/9781138227118

Academic Writing

Hope M. Anderson Series: Routledge Research in Education Drawing upon a large-scale original study of language faculty, instructors, program directors, and students who have experience with blended classes of thirteen languages other than English, this volume provides new information about the breadth of blended course designs and implementation strategies in use in basic language programs. The mixed-methods study, conducted with surveys and interviews, recommends ways that institutions, departments, and instructors can make the most of digital pedagogy to support student learning, both in officially blended courses and at all levels of technological integration, from fully face-to-face to fully online. Routledge Market: Education April 2018: 229 x 152: 204pp Hb: 978-1-138-57191-4: £105.00 eBook: 978-0-203-70246-8 * For full contents and more information, visit: www.routledge.com/9781138571914

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Critical Perspectives on Codeswitching in Classroom Settings Language Practices for Multilingual Teaching and Learning Edited by Jeff MacSwan and Christian Jan Faltis Series: Language Education Tensions in Global and Local Contexts This integrated and cutting‐edge overview of codeswitching from sociolinguistic, linguistic, and educational perspectives examines language mixing in teaching and learning contexts from a variety of theoretical perspectives. The focus is on classroom settings— the pedagogical consequences of codeswitching for teaching and learning of language and content in one‐way and two‐way bilingual classrooms. The theme of the book responds to a recent surge of interest in pedagogical applications of bilingual language mixing, and engages related topics from theoretical, pedagogical, and policy‐related perspectives. Routledge Market: Language Education/Applied Linguistics July 2018: 229 x 152: 316pp Hb: 978-1-138-22505-3: £95.00 Pb: 978-1-138-22506-0: £31.99 eBook: 978-1-315-40110-2 * For full contents and more information, visit: www.routledge.com/9781138225053

A Handbook for International Students Stephen Bailey, Freelance writer of materials for English for Academic Purposes Academic Writing is the must-haveguide both for international students and those teaching them. Packed full of authentic examples, practice exercises and progress checks this book has been fully updated to reflect the academic writing needs of international students being taught in the English language. With brand new chapters, further material to challenge the high achieving student and a fully updated companion website, this book is suitable for use in the classroom or for self-study. With the concerns of the international student at its heart this practical book is an invaluable guide, essential for those wanting to maximise their academic potential. Routledge Market: Study Guides/ Writing Skills December 2017: 246x189: 314pp Hb: 978-1-138-04873-7: £105.00 Pb: 978-1-138-04874-4: £24.99 eBook: 978-1-315-16999-6 Prev. Ed Pb: 978-1-138-77850-4 * For full contents and more information, visit: www.routledge.com/9781138048744

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English Medium Instruction Programmes Perspectives from South East Asian Universities Edited by Roger Barnard, University of Waikato, New Zealand and Zuwati Binti Hasim, University of Malaya, Malaysia This book is an exploration of the desirability and feasibility of English Medium Instruction (EMI) in specific university settings in Southeast Asia. It intends to occupy this research space, by reviewing historical and contemporary trends and changes to EMI, and by eliciting the perceptions of a number of applied linguists in a range of Asian universities. This book will provide guidance for decision-makers and practitioners for the effective planning and implementation of EMI programmes where English is an additional language for lecturers and students. Routledge Market: Education March 2018: 234x156: 160pp Hb: 978-1-138-22647-0: £115.00 eBook: 978-1-315-39762-7 * For full contents and more information, visit: www.routledge.com/9781138226470

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Global Perspectives on Language Education Policies

Post-colonial Curriculum Practices in South Asia

Edited by JoAnn (Jodi) Crandall, University of Maryland, Baltimore County, USA and Kathleen M. Bailey, Middlebury Institute of International Studies in Monterey and at Anaheim University, USA Series: Global Research on Teaching and Learning English Presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offer a sample of ethnographic and empirical studies across multiple language teaching and university contexts. The fifth volume in the Global Research on Teaching and Learning English series, it features both access to new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field. Routledge Market: English Language Teaching/Applied Linguistics/Digital Learning and Teaching February 2018: 229 x 152: 230pp Hb: 978-1-138-09081-1: £105.00 Pb: 978-1-138-09082-8: £36.99 eBook: 978-1-315-10842-1 * For full contents and more information, visit: www.routledge.com/9781138090811

Building Confidence to Speak English Asantha Attanayake Series: Routledge Research in Language Education This book raises awareness of the necessity of considering context-specific features in regards to English Language Teaching (ELT) when designing curricula with a strong theoretical framework. Drawing on case studies from developing countries in South Asia, the book details how the language acquisition learning continuum can take place when a conducive environment is created within a classroom. Bringing in new dimensions such as language attitudes, psychology and competitions, the book shows explicitly how to make use of theories and conceptual frameworks, to design a curriculum for ELT with communicative and cognitive potential developmental sequences. Routledge Market: Education November 2018: 234x156: 200pp Hb: 978-0-815-35552-6: £115.00 eBook: 978-1-351-12980-0 * For full contents and more information, visit: www.routledge.com/9780815355526

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Learning from Emergent Bilingual Latinx Learners in K-12

Reading to learn in a second language

Critical Teacher Education

Edited by Keiko Koda and Junko Yamashita, Nagoya University, Japan Series: Routledge Research in Language Education

Edited by Pablo C. Ramirez, Christian J. Faltis and Ester J. De Jong Series: Routledge Research in Teacher Education In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs. A unique contribution to the field, Learning from Emergent Bilingual Latinx Learners in K-12 provides innovative approaches for linking Latino school communities with teachers at a time when demographic shifts are considerably altering population trends in the K-12 educational system. Routledge Market: Education November 2017: 229 x 152: 212pp Hb: 978-1-138-65446-4: £105.00 eBook: 978-1-315-62323-8 * For full contents and more information, visit: www.routledge.com/9781138654464

An integrated approach to instruction and assessment

This book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment. It documents the development and implementation of a theory-guided approach designed to exploit cross-linguistically sharable competencies as resources for promoting FL learning. It presents a solid conceptual framework that integrates theories in multiple research domains, including second language acquisition, knowledge acquisition, and language assessment. It also provides detailed descriptions of framework construction and classroom implementation – the two processes that are integral to course design and development. Routledge Market: Education November 2018: 234x156: 224pp Hb: 978-1-138-74099-0: £105.00 eBook: 978-1-315-18307-7 * For full contents and more information, visit: www.routledge.com/9781138740990

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Plurilingualism in Teaching and Learning

Reclaiming Powerful Literacies

Complexities Across Contexts

New Horizons for Critical Discourse Analysis

Edited by Julie Choi, University of Melbourne, Australia and Sue Ollerhead, University of New South Wales, Sydney, Australia.

Rebecca Rogers Series: Expanding Literacies in Education Offering a unique, reflexive framework for Critical Discourse Analysis focused on discourses of hope, transformation, and liberation, this book showcases a variety of powerful literacies in action. Drawing from original research in a range of public, educational spaces, Rogers makes the case that critical social theories often associated with Critical Discourse Analysis have not kept pace with a recent shift toward the positive, referred to as Positive Discourse Analysis. Encouraging readers to reconsider their understanding of concepts such as power, action, context, critique, and reflexivity, this book illustrates the potential of theorizing discourse analysis from a positive

Assembling a diverse range of research studies on the role of plurilingualism across a variety of teaching and learning settings, this book supports teacher reflection and action in practical ways and illustrates how researchers tease out and analyze the complex realities of their educational environments. Providing a close look into the possibilities and constraints of plurilingual education, this book helps researchers and educators clarify and strengthen their understandings of the links between language and literacy and offers them new ways to think more rigorously and critically about the language ideologies that shape their own beliefs and approaches in language teaching and learning.

orientation.

Routledge Market: Multilingualism/Applied Linguistics January 2018: 229 x 152: 244pp Hb: 978-1-138-22847-4: £105.00 Pb: 978-1-138-22849-8: £36.99 eBook: 978-1-315-39246-2 * For full contents and more information, visit: www.routledge.com/9781138228498

Routledge Market: Literacy Education/Critical Discourse Analysis October 2017: 229 x 152: 142pp Hb: 978-1-138-63592-0: £95.00 Pb: 978-1-138-63593-7: £29.99 eBook: 978-1-315-20631-8 * For full contents and more information, visit: www.routledge.com/9781138635937

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TEXTBOOK • READER

Research on Reflective Practice in TESOL

Teaching English to Second Language Learners in Academic Contexts

Thomas S.C. Farrell, Brock University, Canada Series: ESL & Applied Linguistics Professional Series In this comprehensive and detailed analysis of recent research on encouraging reflective practices in TESOL, Farrell demonstrates how this practice has been embraced within TESOL and how it continues to impact the field. Examining a vast array of studies through his own framework for reflecting on practice, Farrell’s analysis comprises not only the intellectual and cognitive but also the spiritual, moral, and emotional aspects of reflection. Providing a holistic picture of reflection, this book is an original compendium of essential research on philosophy and principles; instruments used in studies; and theory and practice. Routledge Market: English Language Teaching / Reflective Practice October 2017: 229 x 152: 166pp Hb: 978-1-138-63588-3: £95.00 Pb: 978-1-138-63590-6: £29.99 eBook: 978-1-315-20633-2 * For full contents and more information, visit: www.routledge.com/9781138635906

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Space, Place and Autonomy in Language Learning Edited by Garold Murray, Okayama University, Japan and Terry Lamb, University of Sheffield, UK University of Sheffield, UK Series: Routledge Research in Language Education This book explores theories of space and place in relation to autonomy in language learning. Encompassing a wide range of linguistically and culturally diverse learning contexts, this edited collection brings together research papers from academics working in fourteen countries. In their studies, these researchers examine physical, virtual and metaphorical learning spaces from a wide range of theoretical and interdisciplinary perspectives (semiotic, ecological, complexity, human geography, linguistic landscapes, mediated discourse analysis, sociocultural, constructivist and social constructivist) and methodological approaches. Routledge Market: Education November 2017: 234x156: 270pp Hb: 978-1-138-65672-7: £115.00 eBook: 978-1-315-62175-3 * For full contents and more information, visit: www.routledge.com/9781138656727

Reading, Writing, Listening, and Speaking Jonathan M. Newton, Victoria University of Wellington, New Zealand, Dana R. Ferris, University of California, Davis, USA, Christine C.M. Goh, Nanyang Technological University, Singapore (NTU Singapore), William Grabe, Northern Arizona University, USA, Fredricka L. Stoller, Northern Arizona University, USA and Larry Vandergrift, University of Ottawa, Canada Series: ESL & Applied Linguistics Professional Series This reader-friendly text provides the fundamental knowledge ESL and EFL teachers need to teach the four language skills. Foundational chapters help readers understand how each skill works and demonstrate what research has to say about successful skill performance. Pedagogically-focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a range of language-learning contexts. Routledge Market: English Language Teaching/TESOL Methods March 2018: 229 x 152: 286pp Hb: 978-1-138-64758-9: £105.00 Pb: 978-1-138-64760-2: £38.99 eBook: 978-1-315-62694-9 * For full contents and more information, visit: www.routledge.com/9781138647589

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Teaching Readers of English Students, Texts, and Contexts John S. Hedgcock, Monterey Institute of International Studies, USA and Dana R. Ferris, University of California, Davis, USA A comprehensive manual for pre- and in-service ESL, EFL, and EIL educators who work with multilingual students at the secondary and post-secondary levels, this updated second edition balances insights from reading theory and research with highly practical, field-tested strategies for teaching and assessing second-language reading that educators can readily adopt and adapt to suit their contexts and student populations. Routledge Market: Teaching English as a Second Language/Reading February 2018: 254 x 178: 422pp Hb: 978-1-138-20620-5: £105.00 Pb: 978-1-138-20621-2: £43.99 Prev. Ed Hb: 978-0-415-99964-9 * For full contents and more information, visit: www.routledge.com/9781138206205

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Supporting the Professional Development of English Language Teachers Facilitative Mentoring Melissa K. Smith, Ningxia University, China and founder of LEAPAsia and Marilyn Lewis, University of Auckland, New Zealand Applying the principles of facilitative teaching to mentorship, this book brings together well-established knowledge about mentoring with the experiences and ideas of mentors in the field to advance and support the professional development of language teachers. Recognizing the impact of globalization and technology, Smith and Lewis identify processes and pathways for mentors to develop multi-layered skills for working with teachers in both their own and cross-cultural contexts, and in face-to-face and virtual settings. Grounded in theory, this innovative approach is illustrated with authentic experiences, and ready to be applied by readers in their specific settings around world. Routledge Market: English Language Teaching/Mentoring/Teacher Professional Development December 2017: 229 x 152: 192pp Hb: 978-1-138-73527-9: £100.00

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Teaching Spelling A Practical Guide for English Language Teachers Adam Brown, Auckland Institute of Studies, New Zealand Series: ESL & Applied Linguistics Professional Series Concise and engaging, this text provides English language teachers with what they need to successfully teach the spelling of English—both classroom exercises and techniques and also some background history and theory about the English spelling system in no more detail than is necessary. A strategic approach is adopted, so that teachers can help learners cope with the pronunciation of new words encountered in writing and, vice versa, the spelling of new words encountered in speech. Short, digestible chapters end with exercises and activities to help readers understand spelling concepts and their own use of English spelling. Routledge Market: English Language Teaching/Spelling October 2018: 229 x 152: 300pp Hb: 978-1-138-08266-3: £90.00 Pb: 978-1-138-08267-0: £31.99 eBook: 978-1-315-11238-1 * For full contents and more information, visit: www.routledge.com/9781138082663

Pb: 978-1-138-73528-6: £30.99 eBook: 978-1-315-18661-0 * For full contents and more information, visit: www.routledge.com/9781138735286

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Teaching Young Second Language Learners

The Politics of English Second Language Writing Assessment in Global Contexts

Practices in different classroom contexts Edited by Rhonda Oliver and Bich Nguyen This book explores how children acquire a second language in ways that differ from adult learners. It provides rich descriptions of the practices that can be used to teach young second language learners in different classroom contexts, including: English as an Additional Language or Dialect contexts; Language Other Than English contexts; Content and Language Integrated Learning contexts; Indigenous contexts; and Foreign Language contexts. Ideal for education students, the book surveys the particular needs of different learners, outlines the appropriateness of various methods used for teaching these classes, and suggests ways to assess learners. Routledge Market: Education/Languages April 2018: 234x156: 300pp Hb: 978-1-138-55608-9: £120.00 Pb: 978-1-138-55610-2: £29.99 eBook: 978-1-315-14981-3 * For full contents and more information, visit: www.routledge.com/9781138556089

Edited by Todd Ruecker, University of New Mexico, USA and Deborah Crusan, Wright State University, USA Series: ESL & Applied Linguistics Professional Series Focusing on political aspects and pedagogical issues of second language writing instruction and testing in an international context, with contributions from authors working in 10 different countries, these chapters examine the uses and abuses of various writing-related assessments, and the policies that determine their form and use. Representing a diverse range of contexts, methods, and disciplines, the authors jointly call for more equitable testing systems that consider the socioeconomic, psychometric, affective, institutional, and needs of all students who strive to gain access to education and employment opportunities related to English language proficiency. Routledge Market: English as a Second Language/Second Language Writing Assessment April 2018: 229 x 152: 248pp Hb: 978-1-138-09446-8: £105.00 Pb: 978-1-138-09447-5: £35.99 eBook: 978-1-315-10606-9 * For full contents and more information, visit: www.routledge.com/9781138094468

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Tension and Contention in Language Education for Latino's in the United States

The Routledge International Handbook of Language Education Policy in Asia

Glenn A. Martinez and Robert Train Series: Language Education Tensions in Global and Local Contexts

Edited by Andy Kirkpatrick, Griffith University, Australia and Tony Liddicoat, University of South Australia, Australia Series: Routledge International Handbooks

Through a critical articulation of tensions and contentions in language education, this book opens space for conversation and action around experience, history and expression for Latino students. Across diverse contexts, these students enter into struggles, controversies, debates, and contestable affirmations that also intersect with their lived personal experiences and social histories. The book highlights the pedagogic and ethical urgency of teacher responsibility and learner agency in critically addressing the consequences, constraints, and affordances of the language education Latinos experience in historically situated and institutionally defined spaces of practice, ideology and policy. Routledge Market: Language Education/Latino Students/Applied Linguistics July 2018: 229 x 152: 224pp Hb: 978-1-138-22511-4: £95.00 Pb: 978-1-138-22512-1: £29.99 eBook: 978-1-315-40098-3 * For full contents and more information, visit: www.routledge.com/9781138225114

The aim of this handbook is to publish a comprehensive, must-have survey of the field. The main goal is to survey the topic while critically discussing the leading views in the area. This handbook reviews the language education polices of Asia (30 countries sub-divided by regions, namely East, Southeast, South and Central Asia) and it considers the extent to which these are being implemented and with what effect. The handbook will also include theme chapters on topics such as Literacy Policy, Medium of Instruction Policy, the Status of Minority Languages, and Mother Tongue Education. Routledge Market: Education December 2018: 246x174: 568pp Hb: 978-1-138-95560-8: £140.00 eBook: 978-1-315-66623-5 * For full contents and more information, visit: www.routledge.com/9781138955608

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The Evolution of English Language Learners in Japan Crossing Japan, the West, and South East Asia Yoko Kobayashi, Iwate University, Japan Series: Routledge Research in Language Education This book seeks a better understanding of the sociocultural and ideological factors that influence English study in Japan and study-abroad contexts such as university-bound high schools, female-dominant English classes at college, ESL schools in Canada, and private or university-affiliated ESL programs in Singapore and Malaysia. The discussion is based not only on data garnered from Japanese EFL learners and Japanese/overseas educators but also on official English language policies and commercial magazine discourses about English study for Japanese people. Routledge Market: Education January 2018: 234x156: 160pp Hb: 978-1-138-63161-8: £115.00 eBook: 978-1-315-20874-9 * For full contents and more information, visit: www.routledge.com/9781138631618

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Advanced Work-based Practice in the Early Years

Becoming-Pedagogue

A Guide for Students

(Re)inventing the public early childhood teacher

Edited by Samantha McMahon, University of Huddersfield and Mary Dyer, University of Huddersfield

Liselott Mariett Olsson, Södertörn University, Sweden Series: Contesting Early Childhood

Inspired by the real-life experiences of those studying early childhood education and care, this book supports students in mastering advanced academic and professional knowledge and skills, and facilitates the transition from inexperienced student to graduate professional. With links to research, theory and practice which underpin advanced work-based practice, chapters focus on both the child’s learning journey, considering a range of contemporary issues, and the student’s own learning journey and development into a critically reflective practitioner. Expert input from academic skills teams, as well as case studies and activities to promote reflection are also included.

Investigating the politics of childhood, education and what a teacher does, this book creates a space for teachers to define and perform their profession in relation to its historical and intellectual roots; to see themselves as political actors and not mere executors of something they cannot even question. By returning to the origins of education, this book considers its role in today’s society by reuniting philosophy and pedagogy. Using these new perspectives as well as practical examples of teacher’s work, this book will give students, teachers and researchers tools for critiquing simplified ideas of the teacher, and provides inspiration to experiment with alternative ways of working.

Routledge Market: Education July 2018: 246x174 Hb: 978-0-815-39655-0: £105.00 Pb: 978-0-815-39656-7: £22.99 eBook: 978-1-351-18164-8 * For full contents and more information, visit: www.routledge.com/9780815396550

Routledge Market: Education August 2018: 234x156: 208pp Hb: 978-1-138-20756-1: £90.00 Pb: 978-1-138-20758-5: £29.99 eBook: 978-1-315-46177-9 * For full contents and more information, visit: www.routledge.com/9781138207561

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Animals in Early Childhood Education

Celebrating Children’s Learning

Diahann Gallard, Liverpool John Moores University, UK Series: Routledge Research in Early Childhood Education

Assessment Beyond Levels in the Early Years

Animals in Early Childhood Education is a research-based text for researchers, academics and postgraduate students, which touches on a wide range of issues, including animal-assisted education, pedagogies of teaching and learning about animals and the ethics associated with animals in early education settings. Gallard's future-facing text is about the multiple ways of seeing animals as a childhood theme and how values for animal-related learning can shape experience and early education practices. The barriers to animal-related educational activity are also detailed as well as the potential for opportunities to enrich children's lives and provide particular life chances for children. Routledge Market: Education April 2018: 234x156: 232pp Hb: 978-1-138-24213-5: £95.00 eBook: 978-1-315-27917-6 * For full contents and more information, visit: www.routledge.com/9781138242135

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Edited by Julian Grenier, Sheringham Nursery School and Children’s Centre, UK, Sue Finch, Sheringham Nursery School and Children’s Centre, UK and Caroline Vollans, Mary Patterson Children’s Centre, UK In response to growing pressure on early years practitioners to adopt a ‘tick-box’ approach to recording children’s progress, Celebrating Children’s Learning sets out an alternative vision for assessment in the early years. Drawing upon an inspiring collaboration between London nursery schools, it explores the purpose of observation in early years settings. Contributors provide a range of examples to guide early years practitioners as they develop their own methods of observation. Play, social interaction, and cooperation with parents are shown to be valuable opportunities for keen observation and the promotion of children’s learning. Routledge Market: Education December 2017: 234x156: 118pp Hb: 978-1-138-55525-9: £105.00 Pb: 978-1-138-55527-3: £16.99 eBook: 978-1-315-14940-0 * For full contents and more information, visit: www.routledge.com/9781138555273

Be Realistic Demand the Impossible Helen Penn Series: Contesting Early Childhood

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Through the lens of celebrated academic Professor Helen Penn, via her various roles of teacher, social worker, campaigner, researcher and writer, this book reflects on perennial issues present in the complex field of early childhood education. It is an exploration of the nature of learning and the contexts in which it takes place, with commentary on adult-child relations, poverty, working with families outside conventional norms, democracy and inequality. The book records the shifts of policy and public attitudes that occur over time according to political and intellectual climates and provides a unique perspective on change from one of the most well-known and respected figures in the field. Routledge Market: Education June 2018: 234x156 Hb: 978-1-138-06490-4: £90.00 Pb: 978-1-138-06491-1: £29.99 eBook: 978-1-315-16011-5 * For full contents and more information, visit: www.routledge.com/9781138064904

Children Living in Sustainable Built Environments New Urbanisms, New Citizens Pia Christensen, Sophie Hadfield-Hill, University of Birmingham, UK, John Horton and Peter Kraftl, University of Leicester, UK Offering a critical analysis of the challenges, tensions and opportunities of living in contemporary sustainable urban environments, this book foregrounds the experiences of children and young people – from their crucial role as ‘community-builders’ in new urban places, to their role as consumers using and understanding sustainable design features of their home and community.

Routledge Market: Education December 2017: 234x156: 218pp Hb: 978-1-138-80939-0: £105.00 Pb: 978-1-138-80940-6: £26.99 eBook: 978-1-315-75001-9 * For full contents and more information, visit: www.routledge.com/9781138809406

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Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts

Developing Creativity and Curiosity Outdoors in the Early Years

Edited by Samara Madrid Akpovo, The University of Tennessee Knoxville, USA, Mary Jane Moran, The University of Tennessee Knoxville, USA and Robyn Brookshire, The University of Tennessee Knoxville, USA Drawing from an array of international scholars’ practical experiences, Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts demonstrates how to conduct collaborative cross-cultural research and investigates the field’s nuances and dilemmas. The book focuses on rich, real-life attempts to negotiate and develop culturally sensitive theoretical and conceptual frameworks, equivalent studies, and systems of relationships across distances, languages, ethics, and practices. Positioning all research as a political and moral act, these grounded equivalency models consider and represent issues of race, colonization, immigration, indigenous populations, and more.

Julie Johnson and Ann Watts, Early Years Consultant, UK This accessible guide offers practitioners a rich resource to develop their own creativity and inspire young children with confidence and curiosity. Building on the ideas of the first pioneers of outdoor learning, the book is full of examples of good practice that can be adapted for every setting, from designing and building structures, to making music and exploring colour, shape and pattern outside. With activities to extend speaking, listening and imaginative thinking, as well as ideas to encourage children to move confidently and freely to express themselves, the book is an essential resource for practitioners looking to enable children to develop their innate creativity in the outdoors. Routledge Market: Education October 2018: 297x210: 120pp Hb: 978-1-138-09720-9: £90.00 Pb: 978-1-138-09721-6: £21.99 eBook: 978-1-315-10501-7 * For full contents and more information, visit: www.routledge.com/9781138097209

Routledge Market: Education December 2017: 229 x 152: 216pp Hb: 978-1-138-20790-5: £120.00 Pb: 978-1-138-20791-2: £35.99 eBook: 978-1-315-46077-2 * For full contents and more information, visit: www.routledge.com/9781138207912

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Critical New Perspectives in Early Childhood Music

Digital Childhood

Young children engaging and learning through music

How young children are growing up with technology

Susan Young, International Networking Services, Newton, Massachusetts

Jan Pettersen, Dublin Institute of Technology, Ireland.

This book gives an overview of theories that provide understanding and insight into how very young children engage, participate in and learn in music. Each chapter explains one theoretical perspective and provides a thorough review of research within that area, accompanied by reasoned argument and analysis. The chapters illustrate how the theoretical perspective is applied to practice, referring to real examples of demonstrable good practice from international locations. The strengths and possible shortcomings of each approach are evaluated and suggestions for further reading are provided at the conclusion of each chapter.

Based upon recent research and empirical inquiry, this text highlights and questions the myths and facts behind the controversial concept of young children accessing technology, and looks at the effects of screen-based media on the child in what the author describes as ‘digital contagion’. Situated in classroom experience, the book pulls together theory and practice to challenge and rationalise the polarized debate of ICT in early childhood. Drawing upon real-life examples, it addresses core issues at the heart of the role of technology in the lives of young children, offers insight into the common topics of debate and will be invaluable to students of early childhood education.

Routledge Market: Education/ Early Childhood June 2018: 234x156: 200pp Hb: 978-1-138-23996-8: £90.00 Pb: 978-1-138-23998-2: £29.99 eBook: 978-1-315-29457-5 * For full contents and more information, visit: www.routledge.com/9781138239968

Routledge Market: Education July 2018: 246x174: 150pp Hb: 978-1-138-30194-8: £105.00 Pb: 978-1-138-30196-2: £24.99 eBook: 978-0-203-73206-9 * For full contents and more information, visit: www.routledge.com/9781138301948

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Cultural Diversity and Inclusion in Early Years Education

Enabling Environments for Babies and Young Children

Penny Borkett, Sheffield Hallam University, UK. Series: Diversity and Inclusion in the Early Years Written for students and practitioners, Cultural Diversity and Inclusion in Early Years Education reveals how cultural diversity can be celebrated in every early years setting. Acknowledging the impact of culture on a child’s development and identity, the book demonstrates the need for practitioners to appreciate cultural difference, value diversity, and ensure inclusive practices. Alongside comprehensive discussion of current and historical policy relating to multiculturalism, and relevant socio-cultural theory, the book provides practical guidance and resources to support practitioners in responding to the challenges of working with families and children from diverse cultural backgrounds. Routledge Market: Education / Early Years March 2018: 210x148: 180pp Hb: 978-1-138-21854-3: £105.00 Pb: 978-1-138-21855-0: £19.99 eBook: 978-1-315-43745-3 * For full contents and more information, visit: www.routledge.com/9781138218543

Linking bio-ecological theory to practice Michelle Rogers, University of Worcester, UK This new text considers how society, economics, culture and progressive developments such as technology, refugees and reduced funding all influence the way in which the environments are considered and how babies and children interact with them. It examines the characterisitcs of good enabling environments and uses Bronfenbrenners Bioecological theory to explore the needs of children at different ages and stages of their development. The book also considers families dealing with crisis, specialist needs and virtual spaces. Focusing on diverse settings and including case studies and reflective questions, this textbook will be valuable reading for early years students and practitioners. Routledge Market: Education July 2018: 246x174: 224pp Hb: 978-1-138-69422-4: £95.00 Pb: 978-1-138-69423-1: £21.99 eBook: 978-1-315-52837-3 * For full contents and more information, visit: www.routledge.com/9781138694224

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Friendships in the Early Years

Learning and Connecting in School Playgrounds

Developing relations in homes and educational settings

Using the playground as a curriculum resource

Edited by Megan Adams and Gloria Quinones Series: Routledge Research in Early Childhood Education

Edited by Llyween Couper and Dean Sutherland

Presenting a holistic conception of friendship, this book focuses on the development of relationships amongst young children. Foregrounding the supporting role that parents and teachers take, it interrogates the various conceptualisations of children’s friendships that parents and teachers hold, and explores how a child’s agency changes in different settings. Drawing together cultural-historical theory, primary research from international settings including Australia, Malaysia and Mexico, and a broad range of case studies, this book provides an illuminating insight into the development of friendships across home and educational settings. Routledge October 2018: 234x156 Hb: 978-1-138-30551-9: £95.00 Pb: 978-1-138-30553-3: £29.99 eBook: 978-0-203-72892-5 * For full contents and more information, visit: www.routledge.com/9781138305519

An inclusive approach to education is not confined to the classroom. The school playground is where the real test for diversity and difference occurs, and a focus on play during break times is needed for the health, well-being and learning of all students. This book explores pre-school, primary and secondary school play environments as well as transitions between them, and foregrounds the impact of physical environments and adult involvement on choices for play. Grounded in both practical experience and theory, it includes discussion questions, case studies, breakout boxes and a ‘Playground Audit’ that can be used to plan for change and build positive playground experiences for all students. Routledge Market: Education/Schools December 2017: 234x156: 224pp Hb: 978-0-815-35504-5: £105.00 Pb: 978-0-815-35503-8: £29.99 eBook: 978-1-351-13091-2 * For full contents and more information, visit: www.routledge.com/9780815355045

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In Search of Social Justice

Learning Through Woodwork

John Bennett’s lifetime contribution to early childhood policy and practice

Introducing Creative Woodwork in the Early Years Pete Moorhouse, St Werburgh’s Park Nursery School, Bristol

Edited by Nóirín Hayes, Trinity College Dublin and Mathias Urban, University of Roehampton, UK

This essential guide provides clear and comprehensive support for those looking to introduce creative woodwork into early years settings. Focusing on the numerous benefits that working with wood offers young children, from boosting their self-esteem and problem-solving skills, to enhancing communication and social development, the author discusses each and every aspect of establishing woodwork in the early years curriculum. Including practical information on materials and tools, staff training, and health and safety advice, this go-to-guide provides a treasure trove of ideas to engage children at various stages of development, drawing benefit from working with wood and

The book commemorates the life and work of John Bennett and his contribution to early childhood education. With influence on policy, research and practice globally he has shown how the rights and well-being of children and families can be brought onto national and international policy agendas through inquiry and persistence. This book pulls together contributions by expert authors who have shared their professional and academic lives with John Bennett in his various work contexts. Structured thematically, chapters are accompanied by a selection of shorter testimonials and vignettes, and the book concludes by linking John Bennett’s legacy to current and future developments in the field. Routledge Market: Education December 2017: 234x156: 224pp Hb: 978-1-138-20495-9: £105.00 eBook: 978-1-315-46813-6 * For full contents and more information, visit: www.routledge.com/9781138204959

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International Perspectives on Early Childhood Education and Care

Messy Play in the Early Years

Early Childhood Education and Care in the 21st Century Vol I

Sue Gascoyne

Edited by Susanne Garvis, University of Gothenberg, Sweden, Sivanes Phillipson and Heidi Harju-Luukkainen, University of Helsinji, Finland Series: Evolving Families This book provides a snapshot of early childhood education and care from 22 different countries. It provides a description for the policy and provision for young children and their families in each of the unique contemporary contexts. Every continent in the world is included to provide variety across cultures, socio-economic status, location, population and other unique factors. The book offers insights into the development and history of early childhood in different countries, including economic and political transitions that lead to changes in early childhood provision and policy.

Routledge Market: Education January 2018: 297x210: 192pp Hb: 978-1-138-07108-7: £105.00 Pb: 978-1-138-07110-0: £19.99 eBook: 978-1-315-11481-1 * For full contents and more information, visit: www.routledge.com/9781138071100

Investigating, Defining and Valuing Messy Play and Early Learning This accessible book provides an informative theoretical and practical exploration of the qualities, characteristics and benefits of messy play. Each chapter uses an engaging thematic approach, considering relevant research and therapeutic insights, to understand children’s responses and use of messy play resources, identify implications for the curriculum and planning, and to develop strategies for applying messy play as joined-up learning opportunities, rather than as a series of unconnected activities. With cameos of practice and reflective questions included throughout, the book provides a wealth of learning opportunities and advice to empower practitioners to use messy play effectively. Routledge Market: Education September 2018: 246x174: 140pp Hb: 978-0-815-37712-2: £105.00 Pb: 978-0-815-37714-6: £19.99 eBook: 978-1-351-23470-2 * For full contents and more information, visit: www.routledge.com/9780815377122

Routledge Market: Education, Early Childhood, Early Years, Preschool & Kindergarten January 2018: 234x156: 264pp Hb: 978-1-138-30393-5: £115.00 eBook: 978-0-203-73055-3 * For full contents and more information, visit: www.routledge.com/9781138303935

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Music and Singing in the Early Years

Perspectives on Play

A Guide to Singing with Young Children

Learning for Life

Zoe Greenhalgh, Edge Hill University, UK Music and singing are an inherent part of children’s lives and offer a wonderful opportunity to promote young children’s learning and development. This "how to" guide is full of useful information to support musical understanding and assist practitioners in developing their knowledge, skills and confidence in planning and leading successful and enjoyable musical activities in a range of early years settings. Chapters aim to demystify music by providing practical tips, ideas and information on ways to integrate musical activities into the early years curriculum and environment, as well as providing clear explanations of musical concepts. Routledge Market: Education / Early Years March 2018: 210x148: 132pp Hb: 978-1-138-23321-8: £105.00 Pb: 978-1-138-23323-2: £19.99 eBook: 978-1-315-31001-5 * For full contents and more information, visit: www.routledge.com/9781138233218

Edited by Avril Brock, Leeds Metropolitan University, UK, Pam Jarvis, Leeds Trinity University, UK and Yinka Olusoga, Leeds Metropolitan University, UK This second edition explores, debates and further develops the theory of play, relating cutting-edge research to rich examples from practice. Fully updated in line with recent policy developments and research, and with new material focusing on international perspectives, mental health issues and play, and globalisation and technology, each author examines play-based activities from a wide variety of perspectives and settings: the classroom, the playground, the home and local community. Each chapter is illustrated throughout with observation notes, case studies, interviews and discussions, encouraging the reader to reflect on ways in which they can develop and improve their own practice. Routledge Market: Education September 2018: 246x174: 360pp Hb: 978-0-815-36694-2: £110.00 Pb: 978-0-815-36711-6: £26.99 eBook: 978-1-351-25812-8 Prev. Ed Hb: 978-0-415-73587-2 * For full contents and more information, visit: www.routledge.com/9780815366942

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Observation, Assessment, Planning and Documentation in the Early Years

Planning in the Moment with Young Children

The “what, so what, now what” approach Clare Devlin This practical text provides a clear step-by-step guide to observation, assessment, planning and documentation in the early years. Using a universally accessible "what, so what, now what" approach, it enables practitioners to fully support children’s learning and development through meaningful and enjoyable observations and assessment. The uncomplicated methodology, which targets every child, is shown in practice through a range of real-life examples and early years settings. With much-needed guidance on ‘making learning visible’, as well as helpful photocopiable masters, it will be essential reading for all those struggling with fully understanding the value of observation-based teaching. Routledge Market: Education July 2018: 297x210: 140pp Hb: 978-1-138-08762-0: £90.00 Pb: 978-1-138-08763-7: £22.99 eBook: 978-1-315-11037-0 * For full contents and more information, visit: www.routledge.com/9781138087620

A Practical Guide for Early Years Practitioners and Parents Anna Ephgrave, Assistant Head Teacher, Carterhatch Infant School, UK Young children live in the here and now. If adults are to make a real difference to their learning they need to seize the moments when children first show curiosity and support their next steps immediately. This book embraces the concept of planning in the moment and emphasizes the critical role of the adult in promoting child-led learning, giving early years practitioners the confidence and insight to work and plan in the moment, and enabling the children in their care to live, learn, play and develop in the here and now. Practitioners will be guided, inspired and supported to work spontaneously and reactively – planning as they go and celebrating the results! Routledge Market: Education February 2018: 297x210: 168pp Hb: 978-1-138-08036-2: £105.00 Pb: 978-1-138-08039-3: £19.99 eBook: 978-1-315-11350-0 * For full contents and more information, visit: www.routledge.com/9781138080362

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Pedagogies for Leading Practice

Poverty and Inclusion in Early Years Education

Edited by Sandra Cheeseman and Rosie Walker Series: Thinking About Pedagogy in Early Childhood Education This accessible, innovative series explores early childhood education across a range of issues, locations and sectors. In this student-friendly text, the focus is on pedagogic leadership and includes examples and provocations which will invite the reader to consider what it is to be a pedagogical leader. Chapters encompass four interconnected strands: being alongside children, thinking about those who educate children, embedding families and communities, and working with system. Rooted in sound empirical evidence, with a global perspective and full of pedagogical features, this text helps students consider ideas and thoughts they can use for their own learning and their assessed coursework. Routledge Market: Education November 2018: 234x156: 186pp Hb: 978-1-138-57739-8: £105.00 Pb: 978-1-138-57742-8: £24.99 eBook: 978-1-351-26692-5 * For full contents and more information, visit: www.routledge.com/9781138577398

Mark Cronin, Newman University, UK, Karen Argent, Newman University, UK and Chris Collett, Newman University, UK Series: Diversity and Inclusion in the Early Years Poverty and Inclusion in Early Years Education will help practitioners to understand the experiences of young children who are living in poverty. It examines the potentially devastating impact of poverty and social exclusion on children’s chances in later life, and considers recent policy and practice reforms which have recognised the critical role played by early years settings and practitioners in guaranteeing a secure foundation for children’s future attainment. Routledge Market: Education / Early Years October 2017: 210x148: 164pp Hb: 978-1-138-20149-1: £105.00 Pb: 978-1-138-20150-7: £19.99 eBook: 978-1-315-51169-6 * For full contents and more information, visit: www.routledge.com/9781138201507

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Racialisation in Early Years Education

The Literacy of Play and Innovation

Black children’s stories from the classroom

Children as Makers

Gina Houston, TACTYC Series: TACTYC

Christiane Wood

This book gives young black children the opportunity to tell their experiences of racialisation as they begin a new phase in their education. Their stories support an understanding of how they manage the challenges of the early years classroom on their black identities and adjust to school demands. It emphasises the importance of listening to these experiences and offers suggestions of how the curriculum and organisation of the early years setting can promote values and support children to challenge racism. The author suggests how practitioners can review personal and institutional attitudes to culture and race to support education through a critical pedagogy that challenges racialisation. Routledge Market: Education / Early Years November 2018: 234x156: 170pp Hb: 978-1-138-15127-7: £95.00 Pb: 978-1-138-15287-8: £25.99 eBook: 978-1-315-10107-1 * For full contents and more information, visit: www.routledge.com/9781138151277

The Literacy of Play and Innovation provides a portrait of what innovative education for your children looks like from a literacy perspective. Through an in-depth case study of a "maker" school’s innovative design—in particular, of four early childhood educator’s classrooms—this book demonstrates that children’s inspiration, curiosity, and creativity is a direct result of the school environment. By presenting a unique, data-driven model of literacy, play, and innovation that takes the maker movement beyond STEM education, this book will help readers understand literacy learning through making and the creative approaches embedded in early literacy classroom practices. Routledge Market: Education July 2018: 229 x 152: 120pp Hb: 978-0-815-38429-8: £105.00 eBook: 978-1-351-20463-7 * For full contents and more information, visit: www.routledge.com/9780815384298

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Reclaiming the Early Years Keeping it unique

The Routledge International Handbook of Playing and Learning with Technology in Early Childhood

Edited by Elaine Bennett, Friars Primary School, UK

Edited by Natalia Kucirkova, Jennifer Rowsell and Garry Falloon

Written by an expert team of early years practitioners and consultants, this book explores key themes to show what the very best child-centred provision looks like in practice. It clearly explains the vital role of play for holistic learning and how this can be promoted through enabling environments and positive relationships. Chapters cover all aspects of early years practice including planning, the characteristics of effective learning, the prime and specific areas of learning, working with parents and interactions. With case studies, reflective activities and summaries of key points, this is essential reading for all early years practitioners with a passion for play based learning.

This book brings together innovative work happening in childhood research across disciplinary boundaries and across the world. It focuses specifically on the most cutting-edge, innovative methodological approaches in the study of children’s use and learning with

Routledge Market: Education / Early Years June 2018: 246x174: 204pp Hb: 978-1-138-67832-3: £95.00 Pb: 978-1-138-67834-7: £18.99 eBook: 978-1-315-55904-9 * For full contents and more information, visit: www.routledge.com/9781138678323

Routledge Market: Education November 2018: 246x174: 512pp Hb: 978-1-138-30816-9: £120.00 Pb: 978-1-138-30819-0: £34.99 eBook: 978-1-315-14304-0 * For full contents and more information, visit: www.routledge.com/9781138308169

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The Holistic Care and Development of Children from Birth to Three

The Sociology of Early Childhood

An Essential Guide for Students and Practitioners

Yarrow Andrew, Jennifer Fane and Constance Lent

Kathy Brodie, Early Years Consultant, UK The Holistic Care and Development of Children from Birth to Three provides students and practitioners with the knowledge and understanding they need to meet the complex needs of babies and toddlers. With a focus on the fundamentally holistic nature of young children’s development, and emphasising the role of play and emotional and physical environment throughout, the book shows its reader how to maximise each and every opportunity for learning when caring for the under threes. The text addresses both theory and practice, foregrounding the vital link between the two as the reader learns how to integrate theoretical approaches into their own setting and ways of working. Routledge Market: Education February 2018: 246x189: 254pp Hb: 978-1-138-21103-2: £105.00 Pb: 978-1-138-21105-6: £21.99 eBook: 978-1-315-45377-4 * For full contents and more information, visit: www.routledge.com/9781138211032

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digital technologies and children’s experiences of key 21 century trends (e.g. immigration or multiculturalism). A true effort is made to have dialogues across diverse fields and contested fields of research (including educational psychology, post-humanist literacy, narrative approaches, developmental approaches). The volume is a substantive and strategic collection of international approaches to early childhood and technologies.

An introduction for education students This textbook examines how we raise young children (from birth to eight) and the consequences within differing education systems. It explores how various forms of privilege, disadvantage, religion, special needs, and cultural beliefs shape children’s upbringing and explains the workings of power and privilege in both the world and the life of a school or early childhood service. Each chapter addresses a key concern for teachers – such as relationships with parents or children’s rights – and includes discussion questions, practical activities and case studies. Providing valuable, practical insights into often challenging issues, this is essential reading for students of early childhood education. Routledge August 2018: 246x174 Hb: 978-1-138-08953-2: £95.00 Pb: 978-1-138-08957-0: £26.99 eBook: 978-1-315-10916-9 * For full contents and more information, visit: www.routledge.com/9781138089532

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Understanding and Supporting Young Writers from Birth to 8

Values in Early Childhood Education Citizenship for Tomorrow Edited by Eva Johansson, University of Stavanger, Norway and Johanna Einarsdottir, School of Education, University of Iceland, Iceland. Series: Towards an Ethical Praxis in Early Childhood

Edited by Noella Mackenzie, Charles Sturt University, Australia and Janet Scull, Monash University, Australia This book interweaves theory and research with everyday practice to provide practitioners with the skills and knowledge they need to support young children effectively as they learn to write. The role of oral language in early writing and the relationships between ‘drawing and talking’, ‘drawing and writing’ and ‘drawing, talking and writing’ are discussed in detail and there is specific guidance on helping children who find writing difficult. Each chapter features samples of writing and drawing to illustrate key points and reflective questions to help the reader apply the ideas to their own circumstances. Routledge Market: Education / Literacy December 2017: 246x174: 274pp Hb: 978-1-138-67443-1: £105.00 Pb: 978-1-138-67444-8: £21.99 eBook: 978-1-315-56130-1 * For full contents and more information, visit: www.routledge.com/9781138674448

Based on extensive research in early childhood education and care, Values in Early Childhood Education contributes to the much-needed dialogue between research, theoretical positions and methodologies in values education. Values are recognised as diverse, spanning from care values and discipline, to inclusion, democracy and fairness. Complex and implicit in nature, such values are nonetheless a vital and integral component of preschool education. How can such values be consciously integrated into early years’ routines and practices? On what basis can educators justifiably choose to prioritise one value over another? Routledge Market: Education/Early Years December 2017: 234x156: 166pp Hb: 978-1-138-23069-9: £105.00 Pb: 978-1-138-23070-5: £27.99 eBook: 978-1-315-31700-7 * For full contents and more information, visit: www.routledge.com/9781138230705

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Understanding Early Development from Conception to Four

Vygotsky’s Theory in Early Childhood Education and Research

A guide to provision and practice

Russian and Western Views

Sheila Nutkins and Catriona McDonald, University of Aberdeen, UK

Edited by Nikolay Veraksa and Sonja Sheridan

This book explores cognitive, social, emotional, language and physical development from conception to five drawing on research evidence to identify the key factors that impact on young children‘s learning. Drawing on a range of international contexts, it reveals how policy and practice can directly influence outcomes for children. With a strong focus on engaging with children and their families, the authors examine what is meant by quality interactions and sets out the key skills adults need to support early learning. Including case studies, examples and reflective activities, this timely text will give readers the knowledge and understanding they need to enhance their practice.

Drawing on in-depth analyses of Lev Vygotsky’s theories of early childhood, and the ways in which his ideas are reflected in contemporary educational settings, this book highlights the numerous opportunities for learning afforded by Vygotskian approaches. Discussion of recent developments in the understanding and implementation of Vygotsky’s ideas in Western and Russian contexts facilitates comparison, and provides readers with fresh impetus to integrate elements into their own practice. Chapters address the mutlitude of aspects touched upon by Vygotsky, including cognitive development, communication and interaction, play, literacy, and the quality of preschool settings.

Routledge Market: Education July 2018: 246x174: 320pp Hb: 978-1-138-23354-6: £95.00 Pb: 978-1-138-23355-3: £24.99 eBook: 978-1-315-30899-9 * For full contents and more information, visit: www.routledge.com/9781138233546

Routledge Market: Education March 2018: 234x156: 216pp Hb: 978-1-138-29904-7: £105.00 Pb: 978-1-138-29905-4: £29.99 eBook: 978-1-315-09820-3 * For full contents and more information, visit: www.routledge.com/9781138299047

2nd Edition • NEW EDITION

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Understanding the Montessori Approach

Working in Partnership with Parents

Early Years Education in Practice

A practical toolkit

Barbara Isaacs Series: Understanding the… Approach This second edition describes the key principles of the Montessori approach to early childhood supported with examples and case studies. Exploring all areas of the curriculum including the organisation of Montessori schools, the environment, learning and teaching and the outcomes for children, the book has been updated to take into account curriculum changes and the relationship of media and technology to the Montessori approach. Providing students and practitioners with key information about a major pedagogical influence on early years practice, it highlights the key ideas that practitioners should consider when reviewing and reflecting on their own practice. Routledge Market: Early Years January 2018: 246x174: 136pp Hb: 978-1-138-69053-0: £105.00 Pb: 978-1-138-69054-7: £21.99 eBook: 978-1-315-53688-0 Prev. Ed Hb: 978-0-415-58502-6 * For full contents and more information, visit: www.routledge.com/9781138690530

Teresa Wilson, University of Reading, UK This practical toolkit offers a comprehensive range of resources to equip settings with knowledgeable, supportive staff who build strong relationships with parents. Full of practical, reflective and team-based activities and templates, it covers all aspects of working with parents from staff training, induction and home visits to working with parents of children of different ages and stages, the environment and SEN. Based on the latest research, sector expectations and government requirements, it provides everything you need to audit and develop your processes, policies and practice to ensure that practitioners and parents work together in a spirit of mutual trust. Routledge Market: Education / Early Years October 2018: 297x210: 196pp Hb: 978-1-138-22063-8: £95.00 Pb: 978-1-138-22064-5: £24.99 eBook: 978-1-315-41241-2 * For full contents and more information, visit: www.routledge.com/9781138220638

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Young Children and Communities Bringing Together Communities to Raise the Child Edited by Sykes Gillian and Eleonora Teszenyi This valuable text examines the different layers of communities which contribute to or are involved in raising young children. With a focus on fresh theoretical perspectives, such as social empathy and the pedagogy of friendships, the book supports a deeper understanding of the value of the ‘community’ in children’s lives today. Chapters explore a range of both established and emerging communities, including peer groups, digital communities and intergenerational learning, and outline the opportunities of working with each of them. Rich case studies, discussion points and reflective questions are included throughout, along with helpful research summaries and links to current policy. Routledge Market: Education June 2018: 246x174: 200pp Hb: 978-1-138-55850-2: £105.00 Pb: 978-1-138-55852-6: £26.99 eBook: 978-1-315-15134-2 * For full contents and more information, visit: www.routledge.com/9781138558502

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Young Children’s Developing Understanding of the Biological World Edited by Peter J. Marshall and Kimberly Brenneman This book explores current research on young children’s beliefs and knowledge about the biological world – otherwise known as ‘folkbiology’. Contributors discuss factors that shape the development of folkbiological knowledge, as well as possible interventions designed to counteract cognitive biases that can interfere with the development of scientifically informed reasoning about natural phenomena. This book was originally published as a special issue of Early Education and Development.

Routledge Market: Education/Folkbiology and Children January 2018: 246x174: 174pp Hb: 978-1-138-56463-3: £105.00 * For full contents and more information, visit: www.routledge.com/9781138564633

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Young Children’s Images, Digital Technologies and New Media Marissa McClure, Indiana University of Pennsylvania Series: Contesting Early Childhood In this exciting text, Marissa McClure highlights the unique properties of new media for young children. By sharing visual productions that young children have made using digital technologies, she emphasises the aesthetic, social and pedagogical potentials of new media for young children. Adopting a hybrid approach to interpretation informed by a selection of contemporary theories, she draws from current discourses in early childhood education, art education, new media art, and technology, and illustrates not only the commonalities between children’s use of new and traditional media but also shows the distinctive potentials of new media as an art media in its own right for young children. Routledge Market: Education November 2018: 234x156: 176pp Hb: 978-0-815-38613-1: £105.00 Pb: 978-0-815-38616-2: £29.99 eBook: 978-1-351-17590-6 * For full contents and more information, visit: www.routledge.com/9780815386131

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5th Edition • TEXTBOOK • READER

A Phenomenological Approach to Teaching and Learning

Behaviour for Learning

Research, Theory, and Practice

Simon Ellis, Canterbury Christ Church University, UK and Janet Tod, Canterbury Christ Church University, UK

Katherine Greenberg, Brian Sohn, Neil Greenberg, Howard R Pollio, Sandra Thomas and John Smith A Phenomenological Approach to Teaching and Learning: Research, Theory, and Practice presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. Routledge Market: Education July 2018: 229 x 152: 160pp Hb: 978-0-815-37183-0: £105.00 eBook: 978-1-351-24590-6 * For full contents and more information, visit: www.routledge.com/9780815371830

Proactive Approaches to Behaviour Management

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment about their appropriateness and effectiveness in the classroom. Routledge Market: Education July 2018: 246x174: 310pp Hb: 978-1-138-29306-9: £90.00 Pb: 978-1-138-29307-6: £26.99 eBook: 978-1-315-23225-6 Prev. Ed Hb: 978-0-415-49167-9 * For full contents and more information, visit: www.routledge.com/9781138293069

3rd Edition • NEW EDITION

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Anger Management

Children Writing Poems

A Practical Guide for Teachers

Poetic Voices in and out of School

Adrian Faupel, University of Southampton, UK, Elizabeth Herrick, Educational Psychologist, UK and Peter M. Sharp

Janine Certo, Michigan State University, USA Series: Routledge Research in Education

Written by professionals with extensive knowledge and experience in the field, this practical guide helps readers to understand, prevent and manage angry outbursts from children and young people. The third edition of this popular book is particularly timely, as a wider range of children and young people are being identified with mental health problems. This updated edition reflects significant changes in the field of neuro-psychology and identifies the changes in legislation and guidance that have taken place in education, health and social care over the last five years, exploring the implications of these

This volume demonstrates how the social and instructional worlds that children inhabit influence their poetry writing and performances. Drawing on rich vignettes of students from different racial, ethnic and linguistic backgrounds, it describes and analyzes the work of eight to ten-year-old U.S. students involved in a month-long poetry unit. Children Writing Poems outlines the value of a ‘poetic-functional’ approach to help children convey a poem’s meaning and mood, and expresses the need for educators to scaffold children’s oral readings and performances over time.

changes for practitioners. Routledge Market: Education October 2017: 297x210: 172pp Hb: 978-1-138-08719-4: £105.00 Pb: 978-1-138-08720-0: £24.99 eBook: 978-1-315-11063-9 Prev. Ed Pb: 978-0-415-58071-7 * For full contents and more information, visit: www.routledge.com/9781138087200

Routledge Market: Education October 2017: 229 x 152: 140pp Hb: 978-1-138-02345-1: £105.00 eBook: 978-1-315-77644-6 * For full contents and more information, visit: www.routledge.com/9781138023451

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Applying Student Development Theories Holistically

Cooperative Learning for Intercultural Classrooms

Edited by Katherine Branch, University of Rhode Island, USA, Jeanne Hart-Steffes, Western New England University, USA and Christine Wilson, University of Connecticut, USA

Kate Ferguson-Patrick, University of Newcastle, Australia and Wendy Jolliffe, The University of Hull, UK

Helping aspiring student affairs and higher education professionals grasp and use theories holistically, this important text brings to life theoretical knowledge to help practitioners enhance the development and learning of college and university students. Showcasing a diversity of programs and services across a variety of institutional types, Applying Student Development Theories Holistically book demonstrates how professionals are using psychosocial, social identity, and cognitive-structural development theory their work, how assessment is conducted, and what is being learned about the complexities of applying human development theories in multidimensional, holistic ways. Routledge Market: Education October 2018: 254 x 178: 224pp Hb: 978-0-815-38076-4: £115.00 Pb: 978-0-815-38077-1: £31.99 eBook: 978-1-351-21231-1 * For full contents and more information, visit: www.routledge.com/9780815380764

Case Studies for Inclusive Pedagogy

Cooperative Learning for Intercultural Classroomshelps both pre-service and in-service teachers to develop a well-researched pedagogy that supports inclusive practice for a globalised world. It provides an overview of theoretical perspectives that illustrate why cooperative learning is an effective learning strategy, reviews research findings about how cooperative learning supports inclusion, and outlines the strategies and methods that support teachers in putting cooperative learning into practice. Routledge Market: Education/Teaching March 2018: 234x156: 184pp Hb: 978-0-815-34944-0: £105.00 Pb: 978-0-815-34947-1: £29.99 eBook: 978-1-351-16464-1 * For full contents and more information, visit: www.routledge.com/9780815349440

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Daily Math Thinking Routines in Action

Effective Educational Assessment

Distributed Practices Across the Year

Sean W. Mulvenon, University of Arkansas, Fayetteville, USA

Nicki Newton, Newton Educational Consulting, USA Bring math to life with routines that are academically rigorous, standards-based, and engaging! Go beyond circling ABCD on your bell ringers and do nows and get your students reasoning, modeling, and communicating about math every day! In this new book from bestselling author and consultant Dr. Nicki Newton, you’ll learn how to develop effective daily routines to improve students’ thinking, reasoning, and questioning about math. The book provides a wide variety of rigorous, high-interest routines and explains how to rotate and implement them into your curriculum. Routledge Market: Education April 2018: 254 x 178: 216pp Hb: 978-0-815-34962-4: £95.00 Pb: 978-0-815-34963-1: £26.99 eBook: 978-1-351-16428-3 * For full contents and more information, visit: www.routledge.com/9780815349624

Effective Educational Assessment for Educators is a core textbook for pre-service teachers in assessment courses. The volume uses a narrative style with numerous examples of common daily events to explain effective application and analysis of achievement data in the classroom. Topics covered would be reviewed in three parts: (1) An overview of the history of assessment (2) current practices, methods and applications, and (3) recommended practices for more effective use of data, appropriate analytical methods, and the implications for improving student achievement. Routledge Market: Education November 2018: 229 x 152: 336pp Hb: 978-1-138-90254-1: £90.00 Pb: 978-1-138-90255-8: £47.99 eBook: 978-1-315-69739-0 * For full contents and more information, visit: www.routledge.com/9781138902541

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Education and New Technologies

Effective In-Class Support

Perils and Promises for Learners

The Management of Support Staff in Mainstream and Special Schools

Edited by Kieron Sheehy, The Open University, UK and Andrew Holliman, Coventry University, UK Education and New Technologies focuses on aspects of education where the use of new technologies has been particularly controversial, i.e. where possible educational benefits are accompanied by concerns about a potential negative impact on learners’ experiences and development. This book highlights key issues and their implications for learners, considering questions such as: When should a child's digital diet begin? Does the use of new technology hinder or enhance literacy development? What's the impact on learners who are ‘connected’ most of the time? Do new technologies give children new abilities or undermine their skills and identities? Are learners safe in online educational spaces? Routledge Market: Education December 2017: 234x156: 234pp Hb: 978-1-138-18493-0: £105.00 Pb: 978-1-138-18494-7: £29.99 eBook: 978-1-315-64485-1 * For full contents and more information, visit: www.routledge.com/9781138184947

Stephanie Lorenz First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

David Fulton Publishers Market: Education November 2017: 112pp Hb: 978-1-138-16432-1: £90.00 Pb: 978-1-853-46505-5: £26.99 eBook: 978-0-203-06478-8 * For full contents and more information, visit: www.routledge.com/9781138164321

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STUDENT REFERENCE

Educational Assessment in Latin America

Establishing a Classroom Context for Effective Formative Assessment

Edited by Sue Swaffield, University of Cambridge, UK and Sally M Thomas, University of Bristol, UK This collection presents educational assessment research from Latin America, adding to a relatively small but growing body of research considering educational assessment and evaluation issues in this large region. This book was originally published as a special issue of Assessment in Education: Principles, Policy and Practice.

Routledge Market: Education February 2018: 246x174: 182pp Hb: 978-0-815-36751-2: £115.00 * For full contents and more information, visit: www.routledge.com/9780815367512

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Maria Araceli Ruiz-Primo, Stanford University, USA, Deanna Iceman Sands and Heidi Kroog Series: Student Assessment for Educators Establishing a Classroom Context for Effective Formative Assessment provides pre-service and in-service teachers with practical strategies for creating learning environments that are conducive to the implementation of formative assessment. The book focuses on the rules, norms, routines, and cultural activities that comprise classroom context; the strategies used to introduce, use, and practice them; and their importance to assessment procedures that improve teaching and student achievement. Lessons learned from fourteen middle school teachers illustrate how tranquil, appropriate social climates can help students concentrate, succeed, and focus on the substantive meaning of academic work. Routledge Market: Education July 2018: 229 x 152: 120pp Hb: 978-0-415-78414-6: £31.99 Pb: 978-0-415-78415-3: £29.95 eBook: 978-1-315-22674-3 * For full contents and more information, visit: www.routledge.com/9780415784146

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11th Edition • TEXTBOOK • NEW EDITION

Everyday Schooling in the Digital Age

Looking in Classrooms Thomas L. Good and Alyson L. Lavigne

High School, High Tech?

Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction. While maintaining the core approach of the first ten editions, the book has been thoroughly revised and updated with new research-based content, special emphases on teaching students from diverse contexts, and rich suggestions for integrating technology into classroom instruction. Widely considered to be the most comprehensive and authoritative source available on effective, successful teaching, it addresses key topics in classroom instruction in an accessible fashion.

Neil Selwyn, Monah University, Australia, Selena Nemorin, London School of Economics, UK, Scott Bulfin, Monash University, Australia and Nicola F. Johnson, Federation University, Australia Everyday Schooling in the Digital Age: High School, High Tech? offers a revealing analysis of the realities of contemporary schools and schooling – drawing on arguments and debates from various academic literatures such as policy studies, sociology of education, social studies of technology, media and communication studies. Over the course of ten wide-ranging chapters, a range of suggestions are developed as to how the full potential of digital technology might be realized within schools. Written in a detailed but accessible manner, this book offers an ambitious critique that is essential reading for anyone interested in the fast-changing nature of contemporary education. Routledge Market: Education/Schools November 2017: 234x156: 194pp Hb: 978-1-138-06935-0: £120.00 Pb: 978-1-138-06937-4: £29.99 eBook: 978-1-315-11576-4 * For full contents and more information, visit: www.routledge.com/9781138069374

Routledge Market: Education December 2017: 254 x 178: 636pp Hb: 978-1-138-64651-3: £205.00 Pb: 978-1-138-64653-7: £99.99 eBook: 978-1-315-62751-9 * For full contents and more information, visit: www.routledge.com/9781138646537

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Higher Education by Design

Mobilising Teacher Researchers

Best Practices for Curricular Planning and Instruction

Challenging Educational Inequality Edited by Ann Childs, University of Oxford and Ian Menter, University of Oxford

Bruce M. Mackh, Rocky Mountain College of Art + Design, USA Faculty in higher education are disciplinary experts, but seldom receive formal training in teaching. Higher Education by Design uses the principles of design thinking to bridge this gap through practical examples and step-by-step instructions based on educational theory and best practices in pedagogical and curricular development. This book offers practical advice for effective teaching and instruction, interdisciplinary curricular collaborations, writing course syllabi, creating course outcomes and objectives, planning assessments, and building curricular content. Whether a seasoned professor or beginning instructor, the strategies in this book can improve your practice as an educator. Routledge Market: Education May 2018: 229 x 152: 280pp Hb: 978-0-815-35416-1: £110.00 Pb: 978-0-815-35418-5: £32.99 eBook: 978-1-351-13371-5 * For full contents and more information, visit: www.routledge.com/9780815354161

Mobilising Teacher Researchers in England brings together the results of a research project carried out over a two-year period, commissioned by the National College for Teaching and Leadership and involving over 650 schools in England. This resulting collection of evolutionary debates focuses on topics such as new forms of governance, teacher engagement and the effectiveness of Randomised Controlled Trials. It foregrounds new approaches to school-based educational research, and is crucial reading for anyone concerned with educational research, and seeking to understand education for social mobility. Routledge Market: Education November 2017: 234x156: 236pp Hb: 978-1-138-06460-7: £105.00 Pb: 978-1-138-06463-8: £25.99 eBook: 978-1-315-16032-0 * For full contents and more information, visit: www.routledge.com/9781138064638

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Learning to Teach in Innovative Spaces

Motivating Students in the Secondary School

Lucila Carvalho and Pippa Yeoman

Practical ways to encourage young people to be their best

How do educators effectively design for learning in innovative spaces? Which digital and material resources will best support their learners? How will they align the needs of the task with the learning space available and how can they tailor social arrangements in support of learning? Answering these questions and more, this book provides an accessible introduction to the complex task of designing for learning in innovative spaces. Fusing theory from the learning sciences, anthropology and design with practical examples from primary, secondary and tertiary settings, it includes case studies of theoretically informed practice and a toolkit to help implement educational design.

Chris M Edwards

Routledge Market: Education/Teaching August 2018: 234x156 Hb: 978-1-138-10480-8: £95.00 Pb: 978-1-138-10481-5: £53.95 eBook: 978-1-315-10201-6 * For full contents and more information, visit: www.routledge.com/9781138104808

Motivating Students in the Secondary School provides tried and tested practical guidance for anyone working with young people at secondary level seeking to encourage them to be their best. It draws upon ideas developed in a wide range of fields, from educational research to sport psychology, to offer practical guidance on motivational techniques which can be applied directly to practice both in the classroom and in the wider school environment. With case studies and real world examples which contextualise the approaches used throughout, it is an essential guide for anyone looking for new ways to encourage pupils to achieve. Routledge Market: Education July 2018: 210x148: 176pp Hb: 978-1-138-91222-9: £95.00 Pb: 978-1-138-91223-6: £18.99 eBook: 978-1-315-69205-0 * For full contents and more information, visit: www.routledge.com/9781138912229

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Promoting Academic Talk in Schools

Re-Framing Religious Education

Global practices and perspectives

A toolkit for teaching about beliefs and practices in schools

Edited by Robyn Gillies

Mary Earl

Bringing together a rich array of international research in the field, this book profiles recent pedagogical developments in teacher-student and student-student academic talk. It explores how these practices have been implemented in different learning environments to transform student learning, and presents a variety of theoretical perspectives that underpin developments in promoting academic talk. Each chapter points to the implications for practice, some present conceptual frameworks that assist research in the area, and some outline evidence-based strategies that could be used to promote productive interactions in formal and informal classroom settings.

What makes learning about beliefs and practices relevant to young people, and how can teachers, of faith or not, teach it well? This rich resource offers a positive framework for teaching about beliefs and practices in schools. Using three key lenses - cultural understanding, identity formation, and issues of evidence, truth and proof - alongside tools to develop religious literacy, the text identifies ways to access, engage with and achieve understanding of beliefs and practices. The book also shows how researching what best practice is, now, can help us in our RE-framing, and a wealth of effective pedagogies, including enquiry learning and storytelling, put this into practice.

Routledge October 2018: 234x156 Hb: 978-1-138-30548-9: £95.00 eBook: 978-0-203-72893-2 * For full contents and more information, visit: www.routledge.com/9781138305489

Routledge Market: Education August 2018: 297x210: 180pp Hb: 978-1-138-04695-5: £90.00 Pb: 978-1-138-04696-2: £22.99 eBook: 978-1-315-17119-7 * For full contents and more information, visit: www.routledge.com/9781138046955

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Promoting Spontaneous Use of Learning and Reasoning Strategies

Relationships and Sex Education (RSE) Lesson Ideas for the 21st Century

Theory, Research, and Practice for Effective Transfer

Alice Hoyle, Freelance PSHE advisory teacher and Ester McGeeney, RSE educator and trainer

Edited by Emmanuel Manalo, Kyoto University, Japan, Yuri Uesaka, The University of Tokyo, Japan and Clark A. Chinn, Rutgers University, USA Series: Routledge Research in Achievement and Gifted Education In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students’ spontaneity in the use of learning and reasoning strategies. They combine their expertise to put forward new theories and models for understanding the underlying mechanisms; provide details of new research to address pertinent questions and problems; and describe classroom practices that have proven successful in promoting spontaneous strategy use. This book is a must for educators and researchers who truly care that schooling should cultivate in students learning and reasoning strategies that would prepare and serve them for life.

The accessible guide provides a range of innovative lesson ideas for delivering RSE in secondary schools. It covers a wide range of topics relating to sex, relationships, sexual health and human sexuality, with mix and match activities for teachers to adapt to the needs of their students, and to empower them to develop their own planning and teaching techniques. Core chapters contain engaging ideas that tackle high profile issues such as online safety, gender identity, consent and child exploitation, as well as guidance on establishing safe spaces. It is an invaluable resource for educators who lack knowledge and confidence in this field, or who may want to expand or refresh their practice. Routledge Market: Education May 2018: 297x210: 180pp Hb: 978-0-815-39361-0: £105.00 Pb: 978-0-815-39363-4: £19.99 eBook: 978-1-351-18827-2 * For full contents and more information, visit: www.routledge.com/9780815393610

Routledge Market: Education October 2017: 234x156: 342pp Hb: 978-1-138-68063-0: £105.00 Pb: 978-1-138-68064-7: £29.99 eBook: 978-1-315-56402-9 * For full contents and more information, visit: www.routledge.com/9781138680647

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Reflective Practice in Education Made Real

Responsive Teaching

Reflection, Feedback and Teaching

Cognitive science and formative assessment in practice

Robyn Brandenburg

Harry Fletcher-Wood

Would you like to use reflective practice and feedback in your teaching to improve learning and teaching outcomes for you and your learners? Reflective Practice in Education made Real is written from first hand experience, is research informed and practice focused and highlights the strengths of reflective practice whilst debunking some myths that surround the concept. It has been written for teachers and teacher educators and includes successful reflective practice and feedback strategies for practice; reflective tools to integrate, adapt and modify your teaching; examples of effective reflective practices and creative and innovative ways to introduce reflection with students.

This essential guide offers an introduction to assessment which will help you to get better as a classroom teacher, no matter how long you have been teaching. By using formative assessment effectively, you can become a responsive teacher; a teacher who adapts their practice to provide the precise support and challenge that students need to do their best. Changing practice is hard, but this book combines key evidence-informed principles and ‘proofs’, with a range of practical examples – and ‘variations’ – across countless classroom settings. Assessment is the fundamental discipline of effective teaching and with clear guidance you can make lasting change to help your students succeed.

Routledge Market: Education December 2018: 234x156: 176pp Hb: 978-1-138-96075-6: £90.00 Pb: 978-1-138-96076-3: £25.99 eBook: 978-1-315-66020-2 * For full contents and more information, visit: www.routledge.com/9781138960756

Routledge Market: Education June 2018: 246x174: 152pp Hb: 978-1-138-29687-9: £105.00 Pb: 978-1-138-29689-3: £16.99 eBook: 978-1-315-09969-9 * For full contents and more information, visit: www.routledge.com/9781138296879

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School Success for At-Risk Students

Science Fiction, Science Fact! Ages 8-12

A culturally competent tiered approach

Learning science through well-loved stories

Therese M. Cumming and Cathi Draper Rodriguez

Jules Pottle

This book provides a comprehensive overview and framework of culturally responsive practices to support at-risk students in achieving school success. It explores the characteristics, outcomes, and support needs of at-risk students, and suggests research-based strategies to foster success. The concepts of cultural responsiveness and competence are defined and discussed, then incorporated into a new framework that includes the Response to Intervention and Positive Behavioural Interventions and Supports frameworks. Theoretically grounded yet practically applicable, this is a necessary companion for those interested in the nature and context of educating at-risk students from a culturally responsive multi-tiered system of support perspective.

Science Fiction, Science Fact! Ages 8-12 uses classic children’s books to inspire creative, in-context, science investigation. Begining from a well-known starting point, this texts guides readers to enable easy provision of challenging and inspiring science lessons. Guided by creative plots from pupils' favourite books, this texts offers cross-curricular skills giving pupils opportunities to think more deeply about the big ideas of science. Packed full of ideas for weaving science into cross-curricular lessons, this is invigorating reading for primary school teachers and science co-ordinators seeking to inject some creativity into their science lessons.

Routledge Market: Education/Psychology September 2018: 234x156 Hb: 978-1-138-10489-1: £95.00 Pb: 978-1-138-10488-4: £29.99 eBook: 978-1-315-10199-6 * For full contents and more information, visit: www.routledge.com/9781138104891

Routledge Market: Education May 2018: 297x210: 224pp Hb: 978-1-138-29093-8: £105.00 Pb: 978-1-138-29094-5: £24.99 eBook: 978-1-315-26581-0 * For full contents and more information, visit: www.routledge.com/9781138290938

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School-wide Positive Behaviour Interventions and Supports

Sociocognitive Foundations of Educational Measurement

European research, applications and practices Edited by Sui Lin Goei, University of Amsterdam, Netherlands and Randall De Pry, Portland State University, USA School-wide Positive Behavior Interventions and Supports (SWPBIS) is a compilation of evidence-based practices, interventions and systems-change strategies that have significant empirical support and have been demonstrated to be effective in schools across North America and, increasingly, in schools in Europe, Australia and Asia too. Until now, research on the application of SWPBIS across Europe has been limited to the Scandinavian countries. This book will be the first of its kind to provide examples of European SWPBIS implementation, including case studies, data, cultural responsiveness and educational outcomes. Routledge Market: Education/Psychology April 2018: 234x156 Hb: 978-1-138-68031-9: £105.00 eBook: 978-1-315-56375-6 * For full contents and more information, visit: www.routledge.com/9781138680319

Robert J. Mislevy, Educational Testing Service, Princeton, New Jersey, USA Sociocognitive Foundations of Educational Measurement integrates new developments in the fields of educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused, technical applications to major assessment topics. Ideal for specialists in these particular areas, graduate students, and researchers, this book consolidates nearly a decade of research into a fresh perspective on educational measurement. Routledge Market: Education March 2018: 254 x 178: 488pp Hb: 978-0-415-71696-3: £195.00 Pb: 978-0-415-71697-0: £59.99 eBook: 978-1-315-87169-1 * For full contents and more information, visit: www.routledge.com/9780415716963

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TEXTBOOK • READER

Science Fiction, Science Fact! Ages 5-7

Supporting and Encouraging Positive Behaviour in Schools and Pre-schools

Learning science through well-loved stories Jules Pottle Science Fiction, Science Fact! Ages 5-7 uses classic children’s books to inspire creative, in-context, science investigation. Begining from a well-known starting point, this texts guides readers to enable easy provision of challenging and inspiring science lessons. Guided by creative plots from children's favourite stories, this texts offers cross-curricular skills giving pupils opportunities to think more deeply about the big ideas of science. Packed full of ideas for weaving science into cross-curricular lessons, this is invigorating reading for primary school teachers and science co-ordinators seeking to inject some creativity into their science lessons. Routledge Market: Primary Education May 2018: 297x210: 192pp Hb: 978-1-138-29095-2: £105.00 Pb: 978-1-138-29096-9: £24.99 eBook: 978-1-315-26575-9 * For full contents and more information, visit: www.routledge.com/9781138290952

A student and practitioner guide to using cross-disciplinary approaches Leah O'Toole, Marino Institute of Education Sharing insights of various theoretical perspectives to help understand the complex root causes of children’s behaviour, this book highlights key responses that can encourage positive mental health, resilience and behaviour. Drawing on behaviourist and psychodynamic frameworks, the author includes case studies, tasks and questions for reflection to identify innovative practical strategies for supporting positive behaviour in educational settings. Early childhood students and teachers will have a clear understanding of what to do to facilitate positive behaviour and why to do it, encouraging true professionalism in education, and ensuring children learn and develop to their highest potential. Routledge Market: Education July 2018: 246x174: 216pp Hb: 978-1-138-29806-4: £105.00 Pb: 978-1-138-29808-8: £24.99 eBook: 978-1-315-09884-5 * For full contents and more information, visit: www.routledge.com/9781138298064

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Talking to Learn

Teachers’ Perceptions, Experience and Learning

Edited by Pauline Jones, University of Wollongong, Australia and Jennifer Hammond, University of Technology Sydney, Australia

Edited by Liu Woon Chia and Christine Goh, Nanyang Technological University, Singapore (NTU Singapore)

This book examines the place of talk in learning and the role of such talk in literacy education. It looks at the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of dialogic interaction in classroom talk. It was published as a special issue of Research Papers in Education.

This book illustrates the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges in pre- and in-service teacher education programmes that can impact teachers’ own learning. It was first published as a special issue of the Asia Pacific Journal of Education.

Routledge Market: Education November 2017: 246x174: 142pp Hb: 978-1-138-56362-9: £105.00 * For full contents and more information, visit: www.routledge.com/9781138563629

Routledge Market: Education January 2018: 246x174: 144pp Hb: 978-0-815-38728-2: £115.00 * For full contents and more information, visit: www.routledge.com/9780815387282

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Teacher Learning Through Teacher Teams

Authentic Teaching and Learning for PreK–Fifth Grade

Edited by Joke Voogt and Jules Pieters Teacher collaboration helps to facilitate effective learning and enables sustainable development of schools. Teacher teams who investigate a shared problem together significantly contribute to the professional development of teachers. It was first published as a special issue of Educational Research and Evaluation.

Routledge Market: Education October 2017: 246x174: 140pp Hb: 978-1-138-56516-6: £115.00 * For full contents and more information, visit: www.routledge.com/9781138565166

Advice from Practitioners and Coaches Angela Salmon Authentic Teaching and Learning for PreK–Fifth Grade provides examples of pedagogical approaches to enhance rich curriculums based around frameworks such as Teaching for Understanding, Visible Thinking and Learning, Out of Eden Learn, and Habits of Mind. A highly practical resource based on Harvard’s Project Zero, this book shares how research findings have been complemented and implemented in the field, and will teach you how to apply best practices that lead to meaningful and authentic learning experiences in the classroom. You will learn about real classrooms that have successfully transformed cutting-edge ideas from these different frameworks into powerful learning experiences. Routledge Market: Education May 2018: 229 x 152: 160pp Hb: 978-0-815-38095-5: £120.00 Pb: 978-0-815-38096-2: £25.99 eBook: 978-1-351-21150-5 * For full contents and more information, visit: www.routledge.com/9780815380955

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Teachers, Teaching, and Reform

Teaching Computing in Secondary Schools

Perspectives on Efforts to Improve Educational Outcomes

A Practical Handbook

Edited by Ralph P. Ferretti and James Hiebert

William Lau, Greenwich Free School, UK

Comprised of contributions from distinguished education scholars, Teachers, Teaching, and Reform takes a critical look at evidence about systemic efforts to identify excellent teachers and promote excellent teaching practices. Organized to include diverse and often contrasting perspectives on the topic, this book provides insight into some of the most vexing issues that shape current reform initiatives focusing on teachers, teaching, and educational outcomes. Educational scholars, policy makers, instructors, and graduate students will come away with a keen understanding of teacher assessment as well as strategies for improving educational outcomes for students.

This book provides a step-by-step guide to teaching computing at secondary level. It offers an entire framework for planning and delivering the curriculum and shows you how to create an environment in which all students enjoy computing and feel they can achieve. The focus throughout is on giving students the opportunity to think, program, build, create, persevere and grow to help them transform from users to creators of technology. Including case studies and planning templates, this book is essential reading for trainee and practising teachers that want their students to aquire a wide range of computing skills which will support them in whatever career path they choose.

Routledge Market: Education December 2017: 229 x 152: 174pp Hb: 978-1-138-73531-6: £105.00 Pb: 978-1-138-72949-0: £36.99 eBook: 978-1-315-18655-9 * For full contents and more information, visit: www.routledge.com/9781138729490

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Routledge Market: Education / Secondary October 2017: 246x174: 196pp Hb: 978-1-138-23805-3: £105.00 Pb: 978-1-138-23806-0: £19.99 eBook: 978-1-315-29821-4 * For full contents and more information, visit: www.routledge.com/9781138238060

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Teaching English by the Book

Testing and Inclusive Schooling

Putting Literature at the Heart of the Primary Curriculum

International challenges and opportunities

James Clements, Independent English Advisor Teaching English by the Book explores how can we help every child become a confident and creative user of English through building an English curriculum that is meaningful, exciting and challenging. This accessible and inspiring text shows how putting books at the heart of English teaching can transform children’s attitudes to reading and writing and have a positive impact on their learning. Chapters include effective ideas for engaging and enthusing children about picture books, poetry and literature; techniques and activities to teach grammar, punctuation and spelling; and how to plan and implement a rich and challenging text-based curriculum that will help every child to achieve. Routledge Market: Education December 2017: 210x148: 230pp Hb: 978-1-138-21314-2: £105.00 Pb: 978-1-138-21315-9: £21.99 eBook: 978-1-315-44896-1 * For full contents and more information, visit: www.routledge.com/9781138213159

Edited by Bjorn Hamre, Aarhus University, Denmark, Anne Morin, Aarhus University, Denmark and Christian Ydesen, Aalborg University, Denmark Series: Routledge Research in International and Comparative Education Since 1994, when many countries ratified the Salamanca Statement on social and educational inclusion, worldwide efforts have been made to include all children in the general school system, and thus reduce exclusion. Testing and Inclusive Schooling provides a comparative perspective on these seemingly incompatible global agendas and efforts. With an examination of the international testing culture currently permeating national school reforms, alongside the international inclusiveness agenda, this book raises a critical and constructive discussion of these movements, which appear to support one another, yet simultaneously offer profound contradictions. Routledge Market: Education May 2018: 234x156: 272pp Hb: 978-1-138-70148-9: £105.00 eBook: 978-1-315-20404-8 * For full contents and more information, visit: www.routledge.com/9781138701489

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Teaching with a Global Perspective

The Big Ideas in Physics and How to Teach Them

Practical Strategies from Course Design to Assessment

Teaching Physics 11–18

Dawn Bikowski, Ohio University, USA and Talinn Phillips, Ohio University, USA

Ben 1 Rogers

This book prepares faculty and instructors to facilitate global classroom environments and to offer diverse students the academic, language, and interpersonal support needed for success. Chapters address: fostering inclusivity and a global citizen mindset, improving intercultural communication and global competence, designing effective courses and class activities, creating accessible writing assignments and tackling plagiarism, and grading and responding to student work. This important, hands-on book offers practical strategies for creating an inclusive campus that prioritizes global learning.

Aimed at new and trainee physics teachers particularly non-specialists, this book provides the knowledge and skills you need to teach physics effectively at secondary level. It provides the historical narrative of the Big Ideas in physics, explaining the significance of each idea and its place in scientific history. Each Big Idea comes with a set of lesson activities that get your students to think alongside clear explanations of how they can be used. It also discusses the models used to explain complex ideas and suggests methods of assessing learning. Including a wide range of teaching strategies, this book will help you to become a skilled physics teacher who gets great results.

Routledge Market: Education December 2018: 229 x 152: 160pp Hb: 978-1-138-57757-2: £110.00 Pb: 978-1-138-57758-9: £30.99 eBook: 978-1-351-26660-4 * For full contents and more information, visit: www.routledge.com/9781138577572

Routledge Market: EDUCATION / SCIENCE May 2018: 246x174: 160pp Hb: 978-1-138-23507-6: £105.00 Pb: 978-1-138-23506-9: £19.99 eBook: 978-1-315-30543-1 * For full contents and more information, visit: www.routledge.com/9781138235076

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Teaching, Learning and Living

The College Classroom Assessment Compendium

Joining Practice and Research

A Practical Guide to the College Instructor’s Daily Assessment Life

Ann Lieberman, Stanford University, USA.

Jay Parkes and Dawn Zimmaro, Stanford University, USA

By tracing the development of Ann Lieberman’s understanding about and commitment to exploring the complex entwined nature of teaching, learning, and living, this book reflects on how research in teacher leadership and development has progressed and changed over the last fifty years and Lieberman’s role in it. It introduces the history of teachers’ involvement in their development and offers thoughts on some important programs and strategies that have proved to be enormously successful This book is a fascinating read that documents the growth in knowledge that began to change the views of research and teaching and is suitable for anyone interested in the development of teacher education.

The College Classroom Assessment Compendium provides new and seasoned instructors with comprehensive strategies, perspectives, and solutions for the daily challenges and issues involved in student assessment. Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation. Situated beyond the techniques covered in most instructor training, these practical entries draw from a variety of disciplines and offer an invaluable reference for college instructors interested in developing coherent, reliable classroom assessment climates.

Routledge Market: Education April 2018: 198x129: 128pp Hb: 978-1-138-06036-4: £105.00 Pb: 978-1-138-06038-8: £29.99 eBook: 978-1-315-16310-9 * For full contents and more information, visit: www.routledge.com/9781138060364

Routledge Market: Education December 2017: 229 x 152: 242pp Hb: 978-1-138-24024-7: £105.00 Pb: 978-1-138-24026-1: £29.99 eBook: 978-1-315-28385-2 * For full contents and more information, visit: www.routledge.com/9781138240261

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The Making of Theory in the Writing Classroom

Transnational Curriculum Standards and Classroom Practices

Catherine DeLazzero The Making of Theory in the Writing Classroom describes a pedagogical approach that supports students at all levels in using their diverse experiences and perspectives to develop new theories of writing. Grounded in the claim that students know how to write and may have things to teach instructors about writing, this volume describes the pedagogical frameworks and methods teachers may use to support students in writing ‘generative’ texts. By focusing on theories of resilience that emerge from students’ autobiographical texts about trauma, this book demonstrates how students bring fresh, diverse perspectives on writing from which more experienced educators can also learn and benefit. Routledge Market: Education July 2018: 229 x 152: 130pp Hb: 978-0-815-36186-2: £105.00 eBook: 978-1-351-11517-9 * For full contents and more information, visit: www.routledge.com/9780815361862

The New Meaning of Teaching Edited by Ninni Wahlström, Linnaeus University, Sweden and Daniel Sundberg, Linnaeus University, Sweden Focusing on the meaning of teaching, Transnational Curriculum Standards and Classroom Practices contributes to a deepened understanding of what it means to be a teacher in an institutional context ranked high on the policymakers’ agenda. While the policy literature emphasises efficiency in teaching, educational research demonstrates an awareness of the importance of alternative perspectives on what makes for successful teaching. This book critically examines the conditions and dimensions of teaching as framed in current policy discourse and situates school education in relation to wider societal issues. Routledge Market: Education November 2017: 234x156: 154pp Hb: 978-1-138-08749-1: £105.00 eBook: 978-1-315-11042-4 * For full contents and more information, visit: www.routledge.com/9781138087491

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STUDENT REFERENCE

The Primary Behaviour Cookbook

Using Feedback to Improve Learning

Strategies at your fingertips Sue Roffey The Primary Behaviour Cookbook addresses the many and varied behaviours that teachers find disruptive or distressing in the primary classroom. Categorised into five sections: settling to work, general disruption, social difficulties, emotional distress and unusual/inappropriate behaviours, this highly practical resource was developed in conjunction with practitioners and is based on evidence of what works. Sue Roffey provides teachers with assessment questions, strategies for dealing with situations, linking them to longer-term intervention and she is full of ideas on how to encourage positive interactions based on good relationships, choice, communication, resilience and wellbeing. Routledge Market: Education July 2018: 297x210: 128pp Hb: 978-0-815-39337-5: £105.00 Pb: 978-0-815-39338-2: £22.99 eBook: 978-1-351-18863-0 * For full contents and more information, visit: www.routledge.com/9780815393375

Maria Araceli Ruiz-Primo, Stanford University, USA and Susan M. Brookhart, Duquesne University, USA Series: Student Assessment for Educators Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically-supported techniques for using feedback as a part of formative assessment in the classroom. Routledge Market: Education October 2017: 198x129: 142pp Hb: 978-1-138-64656-8: £90.00 Pb: 978-1-138-64657-5: £15.99 eBook: 978-1-315-62750-2 * For full contents and more information, visit: www.routledge.com/9781138646575

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The Secondary Behaviour Cookbook

Using Solution Focused Practice in Schools

Strategies at your fingertips

50 Ideas and Strategies for Teachers

Sue Roffey

Yasmin Ajmal, Freelance Educational Consultant and Harvey Ratner, founding member of BRIEF, London, UK

The Secondary Behaviour Cookbook addresses the many and varied behaviours that teachers find disruptive or distressing in the secondary classroom. Categorised into five sections: settling to work, general disruption, social difficulties, emotional distress and unusual/inappropriate behaviours, this highly practical resource was developed in conjunction with practitioners and is based on evidence of what works. Sue Roffey provides teachers with assessment questions, strategies for dealing with situations, linking them to longer-term intervention and she is full of ideas on how to encourage positive interactions based on good relationships, choice, communication, resilience and wellbeing. Routledge Market: Education July 2018: 297x210: 128pp Hb: 978-0-815-39339-9: £105.00 Pb: 978-0-815-39340-5: £22.99 eBook: 978-1-351-18859-3 * For full contents and more information, visit: www.routledge.com/9780815393399

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The Solution Focused Approach has long been recognised as having a great deal to offer the field of education and schools in particular. Solution Focused Practice in Schools presents the SF Approach in simple, easy to apply methods that hard-pressed school personnel can adapt to their everyday work whether the focus is on learning, behaviour, social and emotional development or peer support. There will be clear pointers to work outside the classroom as well, at management and whole school levels. It will be an indispensable aid for teachers, teaching assistants, managers, educational psychologists, learning mentors, counsellors, and coaches. Routledge Market: Education March 2018: 246x174: 160pp Hb: 978-1-138-64021-4: £90.00 Pb: 978-1-138-64022-1: £19.99 eBook: 978-1-315-63677-1 * For full contents and more information, visit: www.routledge.com/9781138640214

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STUDENT REFERENCE

Using Student Learning Objectives for Assessment M. Christina Schneider and Robert Johnson Series: Student Assessment for Educators Using Student Learning Objectives for Assessment introduces SLOs to future and current educators as tools to shape career- and college-ready students. With step-by-step exercises, examples from real life, and illustrative charts, this volume adapts assessment research for educators and anyone preparing to become an educator. Written in concise and straightforward language, this useful guide gives future educators the theoretical background and practical tools that they need to put the latest SLO research to work in their classrooms. Routledge Market: Education July 2018: 198x129: 120pp Hb: 978-1-138-64950-7: £90.00 Pb: 978-1-138-64953-8: £15.99 eBook: 978-1-315-62580-5 * For full contents and more information, visit: www.routledge.com/9781138649507

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Using Your Voice Effectively in the Classroom William Evans, Manchester Metropolitan University, UK and Jonathan Savage, Manchester Metropolitan University, UK As a teacher, your voice is the most powerful tool that you have at your disposal. This book explores how you can learn to use your voice effectively in the classroom. It links together some basic theory about vocal production and teacher identity, with numerous practical tips, tricks and exercises that you can practice within your teaching. Including chapters on communication, effective and persuasive language, voice use and body language and featuring online audio examples to show how the ideas in the book work in practice, this book will be valuable reading for all trainee and practising teachers. Routledge Market: Education October 2017: 246x174: 160pp Hb: 978-1-138-64978-1: £105.00 Pb: 978-1-138-64979-8: £19.99 eBook: 978-1-315-62571-3 * For full contents and more information, visit: www.routledge.com/9781138649798

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Whiteness, Pedagogy, and Youth in America Critical Whiteness Studies in the Classroom Samuel Jaye Tanner, MIT Center for International Studies, Cambridge, MA, USA Series: Routledge Research in Educational Equality and Diversity This book employs a narrative approach to recount and interpret the story of an innovative teaching and learning project about whiteness. By offering a first-hand description of a nationally-recognized, high school-based Youth Participatory Action Research project—The Whiteness Project—this book draws out the conflicts and complexities at the core of white students’ racial identities. Critical of the essentializing frameworks traditionally given to address white privilege, this volume advances a distinctive and theoretically robust account of ‘second-wave critical whiteness pedagogy’. Routledge Market: Education January 2018: 229 x 152: 180pp Hb: 978-1-138-57194-5: £105.00 eBook: 978-0-203-70243-7 * For full contents and more information, visit: www.routledge.com/9781138571945

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A Staff Guide to Addressing Disruptive and Dangerous Behavior on Campus

How to be a Better Scientist

Brian Van Brunt, National Center for Higher Education Risk Management (NCHERM), USA and Amy Murphy, Texas Tech University, USA There is an increasing population of students coming to college who challenge and frustrate staff. Students struggle with complex mental health problems, environmental stress, anger difficulties, and the potential for explosively acting out with threats or violence. This practical guide prepares college and university staff with direction when working with these students in a variety of college environments, including community colleges, 4-year institutions and online learning environments. Coverage includes how to identify and assess students who are at risk, calm and de-escalate a crisis, motivate and inspire change, and how to manage and maintain change in a positive direction over time. Routledge Market: Education October 2017: 229 x 152: 262pp Hb: 978-1-138-63193-9: £120.00 Pb: 978-1-138-63194-6: £34.99 eBook: 978-1-315-20853-4 * For full contents and more information, visit: www.routledge.com/9781138631946

Researching with impact Andrew Johnson and John Sumpter, Brunel University How to be a Better Scientist will help PhD students gain an insight into what good science means and how to conduct it. It includes easily accessible guidance on topics such as integrity, gaining confidence, time and resource management, giving presentations and writing papers. Understanding the fundamentals of conducting good, impactful research is the goal of every student and early career researcher and this book provides the information required to succeed in this competitive field, and ultimately become a better scientist. With a focus on the importance and benefit of good practice and aimed at PhD students beginning their science career; this book will enthuse, inspire, and challenge. Routledge Market: Higher Education June 2018: 186x123: 100pp Hb: 978-1-138-73121-9: £90.00 Pb: 978-1-138-73129-5: £29.99 eBook: 978-1-315-18907-9 * For full contents and more information, visit: www.routledge.com/9781138731219

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Building Effective Professional Development in Elementary School

Internationalizing Your Student Affairs Practice

Designing a Path for Excellent Teaching

Tamara Yakaboski, University of Northern Colorado, USA and Brett Perozzi, Weber State University, NYC

Judy Johnson Learn the principles of comprehensive professional development and motivate elementary school teachers to be more effective in the classroom! In Building Effective Professional Development in Elementary School, Judy Johnsonpresents a career-long and comprehensive approach to professional development that gives teachers the support they need to improve instruction and raise the levels of student achievement. Her book not only explains how to create and lead a successful PD program; it also offers practical advice for establishing a school culture that will encourage teachers to collaborate and self-motivate in an effort to improve instruction. Routledge Market: Education April 2018: 246x174: 152pp Hb: 978-1-138-57769-5: £95.00 Pb: 978-1-138-57770-1: £26.99 eBook: 978-1-351-26628-4 * For full contents and more information, visit: www.routledge.com/9781138577695

Global Advice for U.S. Professionals

While colleges and universities are increasingly internationalizing, their approaches typically focus on the classroom, international campuses, or study abroad programs. This cutting-edge book explores how student affairs practitioners are well positioned to integrate internationalization strategies across student services divisions on campus. Framed by research and theory, Internationalization of Your Student Affairs Practice presents a new framework for enhancing the global competencies of practitioners, students, and faculty in institutes of higher education. Routledge Market: Education July 2018: 229 x 152: 224pp Hb: 978-0-415-79192-2: £90.00 Pb: 978-0-415-79193-9: £20.99 eBook: 978-1-315-21214-2 * For full contents and more information, visit: www.routledge.com/9780415791922

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2nd Edition • NEW EDITION

Five Practices for Improving the Success of Latino Students

Jumpstart! Creativity

A Guide for Secondary School Leaders

Stephen Bowkett Series: Jumpstart

Mary L. González, Consuelo Manriquez and Joseph F. Johnson Jr., San Diego State University, USA This book unpacks five practices that effective high school leaders use to improve the academic success of Latino students. Based on leadership practices of high performing-schools that have helped Latino students achieve oustanding academic results, this book is full of specific examples and guidance for leaders working with Latino students. This important book will help leaders create a school culture, curriculum, and leadership practices that support Latino students in performance on state assessments, help them graduate and enter college, and support achievement in other indicators of success at rates comparable to state averages for all students. Routledge Market: Education June 2018: 229 x 152: 176pp Hb: 978-1-138-71360-4: £75.00 Pb: 978-1-138-71361-1: £19.99 eBook: 978-1-315-19858-3 * For full contents and more information, visit: www.routledge.com/9781138713604

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Games and Activities for Ages 7–14

Jumpstart! Creativity contains a wide range of practical and easily applied activities and techniques, applicable across a different ages and abilities, designed to boost children’s creative and critical thinking skills and help them engage with facts and ideas that will allow their thinking to flourish. The games and activities focus on getting the children to do the ‘thinking work’, engaging actively with syllabus content rather than be passive recipients of information. This new edition is updated to follow the new National Curriculum. Routledge Market: Edcuation April 2018: 210x148: 176pp Hb: 978-0-815-36795-6: £105.00 Pb: 978-0-815-36796-3: £14.99 eBook: 978-1-351-25616-2 * For full contents and more information, visit: www.routledge.com/9780815367956

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CONTINUING PROFESSIONAL DEVELOPMENT

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Practitioner Enquiry Professional Development with Impact for Teachers, Schools and Systems George Gilchrist, Parkside and Ancrum Primary Schools, UK This book describes what practitioner enquiry is and explains what the research says about the benefits and possible pitfalls on any journey with enquiry for yourself and your school. Offering a step-by-step guide, it looks at how you can create the conditions for practitioner enquiry and the role of school leaders and teachers in making it successful. Written by an experienced Headteacher who has worked with many schools to support their own implementation of practitioner enquiry, the book shows how you can bring about deep, sustainable and embedded change that will have a postive impact for all your learners. Routledge Market: Education January 2018: 246x174: 172pp Hb: 978-1-138-29302-1: £105.00 Pb: 978-1-138-29303-8: £19.99 eBook: 978-1-315-23227-0 * For full contents and more information, visit: www.routledge.com/9781138293021

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Reimagining Graduate Supervision in Developing Contexts A Focus on Regional Universities Edited by Danielle Watson and Nicole R Roberts Exploring graduate supervision from a constructivist standpoint, this book offers an original look at the institutional policies, practices, and pedagogies at the only two regional universities in the world: The University of the West Indies and the University of the South Pacific. Highlighting the ad hoc nature of supervisory practices and the problems associated with their implementation, Watson and Roberts examine the impact that unformalized graduate supervision has on both the students and their supervisors at these tertiary institutions, and draw connections to institutions in other parts of the developing world. Routledge Market: Education June 2018: 216 x 140: 96pp Hb: 978-1-138-29531-5: £105.00 eBook: 978-1-315-10069-2 * For full contents and more information, visit: www.routledge.com/9781138295315

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A Cultural History of Reforming Math for All

Affect in Literacy Learning and Teaching

The Paradox of Making In/equality

Pedagogies, Politics, and Coming to Know

Jennifer D. Diaz Series: Routledge Cultural Studies in Knowledge, Curriculum, and Education While many accept that math is a universal, culturally indifferent subject in school, this book demonstrates that this is anything but true. Building off of a historically conscious understanding of school reform, Diaz makes the case that the language of mathematics, and the symbols through which it is communicated, is not merely about the alleged cultural indifference of mathematical thinking; rather, mathematical teaching relates to historical, cultural, political, and social understandings of equality that order who the child is and should be. Routledge Market: Education October 2017: 229 x 152: 134pp Hb: 978-1-138-63840-2: £105.00 eBook: 978-1-315-63782-2 * For full contents and more information, visit: www.routledge.com/9781138638402

Edited by Kevin Leander, Peabody College, Vanderbilt University, Nashville, USA and Christian Ehret, McGill University, Canada Series: Expanding Literacies in Education Expanding the field of literacy studies by addressing affect theory—an emerging field of scholarship from the humanities and social sciences— in this volume scholars from around the world with diverse perspectives on the role of affect in literacy, culture, language, and politics provide an introduction into affect theory and scholarship as it relates to literacy studies. In addition to drawing on data to showcase the difference that a turn to affect makes for understanding literacy practices, the chapters push the boundaries of academic writing and model how theoretically driven writing about affect must itself be moving and expressive. Routledge Market: Literacy Education July 2018: 229 x 152: 220pp Hb: 978-0-815-36771-0: £105.00 Pb: 978-0-815-36772-7: £36.99 eBook: 978-1-351-25676-6 * For full contents and more information, visit: www.routledge.com/9780815367710

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Adolescent Literacies

An Authentic English Language Arts Curriculum

A Handbook of Practice-Based Research

Finding Your Way in a Standards-Driven Context

Edited by Kathleen Hinchman, Reading and Language Arts Center and Associate Dean of the School of Education, Syracuse University, NY and Deborah Appleman, Hollis L. Caswell Professor and Chair of Educational Studies, Carleton College, Northfield, MN Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions.

Arthur T. Costigan, Queens College, New York, USA Offering a comprehensive framework for the creation and implementation of one’s own authentic and effective ELA curriculum, this book provides new "ways of thinking" for preservice and new teachers to transition from the theory behind curricular design to engaged teaching and learning. Costigan not only provides strategies for preservice teachers to develop their own pedagogies, activities, lessons, and teaching techniques, but also demonstrates how to design tools and teach in the current testing- and standards-driven context of the educational reform movement. Routledge Market: Education/English Language Arts November 2018: 229 x 152: 160pp Hb: 978-0-815-34841-2: £105.00 Pb: 978-0-815-34842-9: £32.99 eBook: 978-1-351-16716-1 * For full contents and more information, visit: www.routledge.com/9780815348412

Guilford Press Market: Language, Literacy, ESL and Bilingual Education January 2017: 254 x 178: 501pp Hb: 978-1-462-52767-0: £66.99 Pb: 978-1-462-53452-4: £33.99 * For full contents and more information, visit: www.guilfordpress.co.uk/9781462527670

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Advances in Research on Reading Recovery

Art as a Way of Talking for Emergent Bilingual Youth

Scaling and Sustaining an Evidence-Based Intervention

A Foundation for Literacy and Learning in K-12 Schools

Edited by Jerome V. D'Agostino, Ohio State University, USA This book provides an insight into strategies that are necessary for scaling and sustaining an effective innovation, using the example of Reading Recovery, which has scaled and sustained itself even in the face of constant threats to its implementation. The chapters in this book were first published in the Journal of Education for Students Placed At Risk.

Routledge Market: Educational Research / Reading Recovery December 2017: 246x174: 100pp Hb: 978-0-815-38269-0: £115.00 * For full contents and more information, visit: www.routledge.com/9780815382690

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Edited by Berta Rosa Berriz, Lesley University, USA, Amanda Claudia Wager, Lesley University, USA and Vivian Maria Poey, Lesley University, USA This book features effective artistic practices to use to improve literacy and language skills for emergent bilinguals in K-12 schools. Including insights from key voices from the field, this book focuses on how artistic practices can increase bi/multicultural learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students’ sociocultural knowledge and improve language competence and confidence. Routledge Market: Education/Literacy September 2018: 229 x 152 Hb: 978-0-815-38451-9: £105.00 Pb: 978-0-815-38452-6: £36.99 eBook: 978-1-351-20423-1 * For full contents and more information, visit: www.routledge.com/9780815384519

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Art, Artists and Pedagogy

Breaking Through the Language Arts Block

Philosophy and the Arts in Education

Organizing and Managing the Exemplary Literacy Day

Edited by Christopher Naughton, Gert Biesta, Brunel University London, UK and David R. Cole

Lesley Mandel Morrow, Kenneth Kunz and Maureen Hall Series: Best Practices in Action

This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education st in the 21 century, both within the institution and beyond. Exploring two different philosophies of education, contained in the work of Gert Biesta, and Deleuze and Guattari, the book asks st what the purpose of the arts is in education in the 21 century. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level.

This innovative book helps K–6 teachers infuse the entire school day with research-based literacy best practices. Classroom-tested strategies are presented for planning and implementing each component of the "exemplary literacy day"--vocabulary and word study sessions, literacy work stations, differentiated guided reading groups, reading and writing workshops, and interdisciplinary projects. Teachers get tips for organizing a print-rich classroom, supporting students' social–emotional well-being, and using assessment to guide instruction.

Routledge Market: Education/Arts October 2017: 234x156: 160pp Hb: 978-1-138-50051-8: £115.00 Pb: 978-1-138-50060-0: £29.99 eBook: 978-1-315-14388-0 * For full contents and more information, visit: www.routledge.com/9781138500600

Guilford Press Market: Language, Literacy, ESL and Bilingual Education May 2018: 254 x 178: 220pp Hb: 978-1-462-53451-7: £54.99 Pb: 978-1-462-53446-3: £20.99 * For full contents and more information, visit: www.guilfordpress.co.uk/9781462534463

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5th Edition • NEW EDITION

Becoming an Outstanding Geography Teacher

Children's Literature in the Reading Program, Fifth Edition

Mark Harris, University of Birmingham, UK. Series: Becoming an Outstanding Teacher Providing a wide range of techniques for planning inspiring geography lessons, this book shows teachers how they can use current resources in a more innovative way to produce outstanding results. With a strong focus on activating learning and supporting pupils on their individual learning journeys, it covers all aspects of geography teaching including designing programmes of study, differentiation, questioning, using tablets to enhance learning and assessment. Packed full of strategies and activities that are easy to implement including sample lesson plans, this timely new book is essential reading for geography teachers who want to ensure outstanding teaching and learning in the classrooms.

Engaging Young Readers in the 21st Century Edited by Deborah Wooten, Deborah A. Wooten, PhD, Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Lauren Aimonette Liang and Bernice Cullinan, Bernice Cullinan, PhD (deceased) This indispensable teacher resource and course text, now revised and updated, addresses the "whats," "whys," and "how-tos" of incorporating outstanding children's literature into the K–8 reading program. A strong emphasis on diverse literature is woven throughout the fifth edition, with chapters emphasizing the need for books that reflect their readers and presenting dozens of carefully reviewed books that teachers will be eager to use in the classroom. Leading authorities provide advice on selecting texts, building core literacy and literary skills, supporting struggling readers, and maximizing engagement.

Routledge Market: Education / Secondary Education November 2017: 246x174: 216pp Hb: 978-1-138-69718-8: £105.00 Pb: 978-1-138-69721-8: £19.99 eBook: 978-1-315-52237-1 * For full contents and more information, visit: www.routledge.com/9781138697218

Guilford Press Market: Language, Literacy, ESL and Bilingual Education July 2018: 254 x 178: 236pp Hb: 978-1-462-53582-8: £57.99 Pb: 978-1-462-53576-7: £23.99 * For full contents and more information, visit: www.guilfordpress.co.uk/9781462535767

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Becoming an Outstanding History Teacher

Closing the Vocabulary Gap

Sally Thorne, Colston’s Girls’ School, Bristol Series: Becoming an Outstanding Teacher

Alex Quigley

This accessible book shares tried-and-tested strategies to enable history teachers to improve their practice, helping them to get the best possible outcomes for students in their classroom. Chapters cover all aspects of history teaching, including dealing with historical sources and teaching effectively with interpretations, as well as meaningful questioning in the classroom, scaffolding activities, and a variety of ways to assess progress and maximise engagement and learning. Packed full of strategies that are easy to implement, the book is essential reading for newly qualified and experienced history teachers who want to ensure outstanding teaching and learning in their classrooms. Routledge Market: Education November 2018: 246x174: 160pp Hb: 978-0-815-36524-2: £105.00 Pb: 978-0-815-36526-6: £19.99 eBook: 978-1-351-26196-8 * For full contents and more information, visit: www.routledge.com/9780815365242

It is estimated that a successful student needs a vocabulary of around 50,000 words. As a great deal of our words are acquired implicitly, we often pay too little attention to how we best foster vocabulary development in schools. This must-read book presents the essential information on vocabulary development and provides engaging guidance and practical solutions for teachers across the curriculum. From understanding the reading process, to unveiling the intriguing history and ‘story’ of words, the book explains what every teacher needs to know about vocabulary, seizing upon the opportunity to tackle the challenges of our academic curriculum and close the vocabulary gaps in our classrooms. Routledge Market: Education April 2018: 210x148: 208pp Hb: 978-1-138-08060-7: £105.00 Pb: 978-1-138-08068-3: £16.99 eBook: 978-1-315-11327-2 * For full contents and more information, visit: www.routledge.com/9781138080607

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Communicative Competence, Classroom Interaction, and Educational Equity

Comprehensive Reading Intervention in Grades 3-8

The Selected Works of Courtney B. Cazden

Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren Flynn, Laura Hallgren Flynn, MS, Child Research and Study Center, University at Albany, State University of New York; Reading Teacher, Guilderland Central School District and Margaret Connors, Peggy Connors, MS, Child Research and Study Center, University at Albany, State University of New York

Courtney B. Cazden Series: World Library of Educationalists Since the 1970s, Courtney B. Cazden, renowned educational sociolinguist, been a key figure in the ethnography of schooling, focusing on children's linguistic development (both oral and written) and the functions of language in formal education, primarily but not exclusively in the United States. In this volume she brings together a selection of her seminal work, organized around three themes: development of individual communicative competence in both oral and written language and discourse; classroom interaction in learning and teaching; social justice/educational equity issues in wider contexts beyond the classroom. Routledge Market: Education/Language & Classroom Interaction/Equity December 2017: 229 x 152: 264pp Hb: 978-1-138-20628-1: £105.00 eBook: 978-1-315-46537-1 * For full contents and more information, visit: www.routledge.com/9781138206281

Fostering Word Learning, Comprehension, and Motivation

This book provides innovative tools and strategies to support reading intervention for students in grades 3–8 who do not yet read with grade-level accuracy. Uniquely comprehensive, the Interactive Strategies Approach--Extended (ISA-X) has been shown to enhance intermediate and middle grade students' reading accuracy and comprehension as well as content vocabulary knowledge. Preservice and inservice teachers learn how to conduct assessments that help to identify instructional goals; monitor progress toward these goals; promote students' strategic thinking and motivation; and implement small-group instruction using thematic text sets on science and social studies topics. Guilford Press Market: Language, Literacy, ESL and Bilingual Education August 2018: 254 x 178: 346pp Hb: 978-1-462-53560-6: £59.99 Pb: 978-1-462-53555-2: £26.99 * For full contents and more information, visit: www.guilfordpress.co.uk/9781462535552

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Community Literacies as Shared Resources for Transformation

Content Area Literacy Strategies That Work

Edited by Joanne Larson, University of Rochester, USA and George H. Moses, North East Area Development, Inc. (NEAD), Rochester, USA. Series: Expanding Literacies in Education Through multiple narratives reflecting the complexity of participatory action research partnerships for social justice, this book sheds light on the dialogic spaces that intentionally support community literacies and rhetorical practices for inquiry and change. Applying literacy as social practice, Larson and Moses tell a story of a unique collaboration between community members and university faculty and students, who together transformed an urban corner store into a cornerstone of the community.

Do This--Not That Lori G. Wilfong, Kent State Universitity, USA Content area teachers are now being tasked with incorporating reading and writing instruction, but what works? In this essential book from Routledge and AMLE, author Lori G. Wilfong describes ten best practices for content-area literacy and how to implement them in the middle-level classroom. She also points out practices that should be avoided, helping you figure out which ideas to ditch and which to embrace. Each chapter includes Common Core connections and practical templates and tools. The templates are available as free eResources so you can easily print them for classroom use. Routledge September 2018 Hb: 978-0-815-37503-6: £95.00 Pb: 978-0-815-37504-3: £26.99 eBook: 978-1-351-24089-5 * For full contents and more information, visit: www.routledge.com/9780815375036

Routledge Market: Literacy Education/Community Literacies December 2017: 229 x 152: 122pp Hb: 978-1-138-24337-8: £95.00 Pb: 978-1-138-24339-2: £36.99 eBook: 978-1-315-27731-8 * For full contents and more information, visit: www.routledge.com/9781138243392

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Complexifying Curriculum Studies

Critical Approaches to Teaching the High School Novel

Reflections on the Generative and Generous Gifts of William E. Doll, Jr. Edited by Molly Quinn Series: Studies in Curriculum Theory Series

Reinterpreting Canonical Literature

These essays bring together leading-edge scholars to illuminate the work of William E. Doll, Jr., as a key curriculum thinker of global impact, introducing his work and influence to new generations of scholars, teachers, and students of education. Drawing on their individual contexts, contributors cover a range of topics and themes, including engagement with pragmatism, the work of John Dewey, and the inclusion of postmodern, chaos, and complexity theories to education and curriculum. Advancing our understanding and conversation of problems and possibilities in education, this collection serves as both an homage to Doll and a call for action and consideration of what matters in education.

This edited collection will turn a critical spotlight on the set of texts that has constituted the high school canon of literature for decades. By introducing and applying these interpretive frames to the field of secondary English education, this book demonstrates that there is more to say about these texts, ways to productively problematize them, and to reconfigure how they may be read and used in the classroom.

Routledge Market: Education/Curriculum Studies July 2018: 229 x 152: 228pp Hb: 978-1-138-55807-6: £110.00 eBook: 978-1-315-15121-2 * For full contents and more information, visit: www.routledge.com/9781138558076

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Edited by Crag Hill and Victor Malo-Juvera Series: Routledge Research in Education

Routledge Market: Education December 2018: 229 x 152: 210pp Hb: 978-0-815-37988-1: £105.00 eBook: 978-1-351-21470-4 * For full contents and more information, visit: www.routledge.com/9780815379881

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Critical Articulations of Hope from the Margins of Arts Education

Critical Literacy, Schooling, and Social Justice The Selected Works of Allan Luke Allan Luke, Queensland University of Technology, Australia Series: World Library of Educationalists

International Perspectives and Practices Edited by Eeva Anttila and Anniina Suominen

Allan Luke’s work on critical literacy, schooling and equity has influenced the fields of literacy education, teacher education, educational sociology and policy for over three decades. This volume brings together Allan Luke’s key writings on literacy and schooling. Chapters cover a range of topics and theories, including the development and application of a social and cultural analysis of literacy education and schooling; a primer on literacy as a social construction; classroom-based case studies; major theoretical and philosophic essays; practical programmatic work on school reform and curriculum policies; and classroom approaches to teaching critical literacy and multiliteracies.

This book shares how arts educators from around the world - often working in the margins and borderline areas with limited funding and support - understand, conceptualise and actualise projects that are aimed to build communal empathy, support, equality and hope. Written by contributors with diverse backgrounds in the arts, education and community projects, it reflects on how theory, practice and concepts have evolved specific to the current working context, and how this has changed perceptions of arts and education. The book initiates and contributes to dialogues by making the invisible efforts to build social justice visible and sharing the potential for sustainable and democratic futures. Routledge Market: Education September 2018: 234x156: 184pp Hb: 978-0-815-36283-8: £115.00 eBook: 978-1-351-11119-5 * For full contents and more information, visit: www.routledge.com/9780815362838

Routledge Market: Critical Literacy/Equity/Schooling January 2018: 229 x 152: 310pp Hb: 978-1-138-29471-4: £105.00 eBook: 978-1-315-10095-1 * For full contents and more information, visit: www.routledge.com/9781138294714

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Critical Literacies in the Classroom Collaborative Works

Culture and the Political Economy of Schooling in England

Allan Luke, Queensland University of Technology, Australia

What’s left for education?

Through a series of case study windows into students and teachers, children and youth working at the construction of literacies in classroom, school and community settings, Allan Luke explores, expands and illustrates foundational and theoretically rich dimensions of how literacy is shaped and constructed, by whom, in whose interests and with what consequences. Drawing on a host of critical theories, consistently breaking new ground for the framing and understanding of literacy teaching and learning, the cases also build the case for critical literacies across the curriculum as essential in the education of young people from economically and culturally marginalized communities. Routledge Market: Critical Literacy/Equity/Schooling July 2018: 229 x 152: 296pp Hb: 978-1-138-50307-6: £110.00 Pb: 978-1-138-50308-3: £38.99 eBook: 978-1-315-14520-4 * For full contents and more information, visit: www.routledge.com/9781138503076

John Morgan This book explores why the educational left in England has failed to develop viable alternatives to the approaches that have dominated educational policy and practice since 1979. At a time when schooling needs an urgent rethink, it offers a fresh set of ideas about the past, present and future of educational change. Linking educational developments with wider shifts in economics, politics and culture, the book draws from debates not just in education but a variety of other disciplines, including media studies, human geography and criminology. Though grounded in the context of English schooling, this book has implications for the study of educational futures in all advanced Western economies. Routledge August 2018: 234x156 Hb: 978-1-138-08928-0: £90.00 Pb: 978-1-138-08929-7: £29.99 eBook: 978-1-315-10928-2 * For full contents and more information, visit: www.routledge.com/9781138089280

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Critical Literacy with Adolescent English Language Learners

Curriculum and Environmental Education

Exploring policy and practice in global contexts

Edited by Alan Reid, Monash University, Australia

Jennifer Alford, Queensland University of Technology, Australia Series: Routledge Research in Language Education Critical Literacy with Adolescent English Language Learners provides a comparative analysis of the official position of critical literacy in English language education policy for adolescents in four global contexts: Australia, the United Kingdom, Sweden and the United States. English language learners in schools are often not given the same exposure to critical literacy as their English-speaking counterparts, because it is seen as too difficult for them. This book focuses on critical literacy with these particular learners, and is therefore an important and innovative addition to extant literature.

Perspectives, Priorities and Challenges This collection of curriculum studies in environmental education brings together scholars to examine key perspectives, understandings and changes in this field of study. The chapters in this book were originally published in the Journal of Curriculum Studies. Routledge Market: Curriculum / Environmental Education April 2018: 246x174: 444pp Hb: 978-1-138-50183-6: £105.00 * For full contents and more information, visit: www.routledge.com/9781138501836

Routledge Market: Education/Language June 2018: 234x156 Hb: 978-1-138-66990-1: £105.00 eBook: 978-1-315-61792-3 * For full contents and more information, visit: www.routledge.com/9781138669901

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Curriculum Studies as an International Conversation

Developing Research in Mathematics Education

Educational Traditions and Cosmopolitanism in Latin America

Twenty Years of Communication, Cooperation and Collaboration in Europe

Daniel F. Johnson-Mardones, University of Chile, Chile Series: Studies in Curriculum Theory Series Informed by William F. Pinar’s conceptualization of curriculum as currere, Johnson-Mardones reconsiders curriculum as an international conversation and advances an intercultural dialogue among educational traditions to put forth a more comprehensive and inclusive theory of curriculum. Moving beyond the Anglo-Saxon space and into the Global South, Johnson-Mardones brings in his own non-Western educational experience to the center of this inquiry, and situates cosmopolitanism as a necessary but complex component of Curriculum Studies. Routledge Market: Education/Curriculum Studies March 2018: 229 x 152: 160pp Hb: 978-0-815-36869-4: £105.00 eBook: 978-1-351-25406-9 * For full contents and more information, visit: www.routledge.com/9780815368694

Edited by Tommy Dreyfus, Michele Artigue, Université Paris Diderot, France, Despina Potari, University of Athens, Greece, Susanne Prediger, TU Dortmund University, Germany and Kenneth Ruthven Series: European Research in Mathematics Education This field-spanning book will set out the broad advances in knowledge which have accumulated in the 21st century through the sustained exchange of ideas and collaboration between mathematics education researchers, considering both european and global perspectives. It is split in to three main sections focusing on content domains and processes, aspects of mathematics teaching and learning, and linguistic and social perspectives, and concludes with two lively international discussion chapters. Each section will include coverage of recent developments, current status and future outlook of global research making this book a fascintaing compendium of state of the art mathematical knowledge. Routledge Market: Education June 2018: 234x156: 312pp Hb: 978-1-138-08027-0: £105.00 Pb: 978-1-138-08029-4: £31.99 eBook: 978-1-315-11356-2 * For full contents and more information, visit: www.routledge.com/9781138080270

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Designing for Learning in a Networked World

Educational Policy, Narrative and Discourse

Edited by Nina Bonderup Dohn, University of Southern Denmark Series: Routledge Research in Education Designing for Learning in a Networked World provides answers to the following questions: what skills are required for living in a networked world; how can educators design for learning these skills and what role can and should networked learning play in a networked world? It discusses central theoretical concepts and draws on current debates about competences necessary to thrive in contemporary society. The book presents detailed analyses of skills needed and investigates the question of how one can design for learning in specific empirical cases, ranging in academic level from preschool to university teaching. Routledge Market: Education March 2018: 234x156: 304pp Hb: 978-0-815-37843-3: £115.00 eBook: 978-1-351-23235-7 * For full contents and more information, visit: www.routledge.com/9780815378433

Allan Luke, Queensland University of Technology, Australia This collection of Allan Luke’s key writings on educational policy, curriculum and school reform follows the development and use of critical discourse analyses to study educational policy and practice, then turns to a series of prototypical narrative analyses of economic rationalism and the human capital rationale, and proceeds to address the challenges of shifting from an academic and scientific critique of policy to ‘getting your hands dirty’ in the making of state educational policy. International examples of policy formation for social justice and equity are included. The volume closes with an autobiographical memoir on culture, identity and media. Routledge Market: Critical Literacy/Equity/Schooling June 2018: 229 x 152: 296pp Hb: 978-1-138-50293-2: £110.00 Pb: 978-1-138-50294-9: £38.99 eBook: 978-1-315-14516-7 * For full contents and more information, visit: www.routledge.com/9781138502932

TEXTBOOK

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Designing Meaningful Online Learning with Technology

Elaborating Multiliteracies with Multimodal Texts

Theories, Concepts, and Strategies

Michele Anstey and Geoff Bull

Nada Dabbagh, George Mason University, USA, Jane Howland, University of Missouri, USA and Rose M. Marra, University of Missouri, USA The Fifth Edition of Meaningful Learning with Technology, grounded in constructivist teaching, is organized around learning processes such as inquiring, experimenting, writing, modeling, community building, communicating, designing, visualizing, and assessing. Numerous examples throughout the book from teachers in K-12 classrooms offer a clear understanding of how technology can be used with all students across grade levels. The fifth edition has been updated throughout to focus on balance among learning technologies, instructional strategies and learning activities, and a companion website provides examples of online learning environments designed to support meaningful learning outcomes. Routledge Market: Education / Technology September 2018: 254 x 178: 288pp Hb: 978-1-138-69418-7: £95.00 Pb: 978-1-138-69419-4: £39.99 eBook: 978-1-315-52845-8 * For full contents and more information, visit: www.routledge.com/9781138694187

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Changing classroom practices Focusing on how multimodal texts can broaden the teaching of reading and writing processes, this book develops understandings of multiliteracies and helps translate knowledge about multiliteracies into effective classroom practice. It covers the five semiotic systems, explores reading and writing processes with multimodal texts, explains how to develop dialogic practices through talk around multimodal texts, and demonstrates how action learning can change classroom practices and talk around multimodal texts. The book introduces an Inquiry Model which can be used to explore communication with multimodal texts, together with an Action Learning Cycle that enables teachers to explore their own teaching practices. Routledge Market: Education/Literacy August 2018: 234x156: 224pp Hb: 978-1-138-55504-4: £125.00 Pb: 978-1-138-55502-0: £29.99 eBook: 978-1-315-14928-8 * For full contents and more information, visit: www.routledge.com/9781138555044

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CURRICULUM STUDIES 5th Edition • TEXTBOOK • READER

Essentials of Elementary Social Studies William B. Russell III, University of Central Florida, USA, Stewart Waters, University of Tennessee, Knoxville, USA and Thomas N. Turner, University of Tennessee, Knoxville, USA Essentials of Elementary Social Studies is a teacher friendly text that provides comprehensive treatment of classroom planning, instruction, and strategies. Praised for its dynamic approaches and a writing style that is conversational, personal, and professional, this text enables and encourages teachers to effectively teach elementary social studies using creative and active learning strategies. Routledge Market: Education December 2017: 254 x 178: 278pp Hb: 978-1-138-10707-6: £120.00 Pb: 978-1-138-10716-8: £36.99 eBook: 978-1-315-10067-8 Prev. Ed Pb: 978-0-415-63848-7 * For full contents and more information, visit: www.routledge.com/9781138107168

TEXTBOOK • READER

Foundations of Multiliteracies Reading, Writing and Talking in the 21st Century Michèle Anstey and Geoff Bull This accessible introduction to multiliteracies focuses on the new and continuously changing st literacies of the 21 century that are delivered by live, paper or digital technologies. Comprehensive yet accessible for students, it: explores the five semiotic systems that underpin today’s texts; examines classroom talk as a tool and dialogic talk as the vehicle for enhancing the teaching and learning of multiliteracies; and emphasises literature’s essential role in developing multiliteracies. Constantly translating theory into practice, this book is full of reflection strategies and activities, ‘theory into practice’ tasks, and QR codes that link directly to multimodal texts. Routledge Market: Education/Literacy March 2018: 246x174: 224pp Hb: 978-1-138-07991-5: £105.00 Pb: 978-1-138-07990-8: £26.99 eBook: 978-1-315-11419-4 * For full contents and more information, visit: www.routledge.com/9781138079915

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Exploring Critical Digital Literacy Practices

Global Conversations in Literacy Research

Everyday Video in a Dual Language Context

Digital and Critical Literacies

Jessica Zacher Pandya Series: Expanding Literacies in Education This exploration of the everyday videomaking practices in a dual language, under-resourced school examines the ways children interrogate their worlds, the kinds of identities they craft, and the language and literacy learning practices that emerge from digital video production. Using Bakhtinian and Bourdieusian lenses, the focus is particularly on vulnerable populations including ELLs, immigrants, and children with special needs, aiming to show the affordances for transformative social justice of videomaking as part of the regular curriculum. The mix of pedagogical, methodological, contextual, social and political concerns and the real world context make this book practical and informative. Routledge Market: Digital Literacies/Videomaking/Transformative Social Justice July 2018: 229 x 152: 220pp Hb: 978-1-138-10357-3: £95.00 Pb: 978-1-138-10358-0: £29.99 eBook: 978-1-315-10267-2 * For full contents and more information, visit: www.routledge.com/9781138103573

Edited by Peggy Albers, Georgia State University In this volume, renowned literacy and language education scholars who have shaped policy and practice aimed toward social justice and equity address current intellectual and practical issues in the teaching of literacy in classrooms and educational settings across diverse and international settings. Drawn from talks that were presented live and hosted by Global Conversations in Literacy Research (GCLR), an online open-access critical literacy project, this book provides access, in edited written form, to these scholars’ critically and historically situated talks. Routledge Market: Literacy Research November 2017: 229 x 152: 208pp Hb: 978-1-138-74238-3: £95.00 Pb: 978-1-138-74239-0: £29.99 eBook: 978-1-315-18236-0 * For full contents and more information, visit: www.routledge.com/9781138742390

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Exploring the Complexities in Global Citizenship Education

Global English, Remedial English

Hard Spaces, Methodologies, and Ethics

Iswari Pandey, California State University, Northridge Series: Routledge Research in Education

Lauren Misiaszek Series: Critical Global Citizenship Education With a focus on the Global South, this book argues that awareness and discussion of the politics of equity and inclusion in global citizenship education (GCE) research are essential to the future of nuanced and effective research in this area. Examining areas of institutional "blindness," the author reflects on ways to negotiate the issue of "sensitivity" in an institutional context, and how one’s sensitivity relates to pedagogy and ethics. Through this in-depth meta-discussion of GCE research, Misiaszek provides a nuanced and complex portrait of unique challenges in this domain. Routledge Market: Education August 2018 Hb: 978-1-138-74695-4: £105.00 eBook: 978-1-315-18039-7 * For full contents and more information, visit: www.routledge.com/9781138746954

Caste, Class, Nation

This book explores the rhetoric and functions of a "global" English by analyzing the teaching and learning of remedial English coaching scheme for students belonging to Scheduled Castes, Scheduled Tribes, and Other Backward Classes in Indian universities and technology institutes. Examining the remedial pedagogies and policies in relation to caste, class, and language rights debates, the study offers a complex understanding of the role and functions of English in a globalizing world. Routledge Market: Education May 2018: 229 x 152: 200pp Hb: 978-0-415-82035-6: £90.00 eBook: 978-0-203-38657-6 * For full contents and more information, visit: www.routledge.com/9780415820356

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Handbook of College Reading and Study Strategy Research

How Slavery is Represented in Children’s Picture Books

Edited by Rona F. Flippo, University of Massachusetts, Boston, USA and Thomas W. Bean The most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators, the Third Edition reflects changing demographics, politics, policy, issues, and concerns in the field since publication of the previous edition. In this thorough and systematic examination of theory, research, and practice, college reading teachers will find information to make better instructional decisions, administrators will find justification for programmatic implementations, and professors will find in one book both theory and practice to better prepare graduate students to understand the parameters and issues of this field. Routledge Market: Education/College Reading and Study Strategies August 2018: 254 x 178 Hb: 978-1-138-64267-6: £185.00 Pb: 978-1-138-64268-3: £74.99 eBook: 978-1-315-62981-0 * For full contents and more information, visit: www.routledge.com/9781138642676

Teaching and Learning about Slavery in K-12 Classrooms Raphael Rogers Series: Routledge Research in Education Drawing on critical race theory and critical feminism, this book examines how slavery is represented in contemporary children’s picture books. Through analysis of recently published picture books about slavery, Rogers discusses how these books engage with and respond to the historiography of the institution of slavery. Exploring how contemporary writers and illustrators have represented the institution of slavery, Rogers provides a critical and responsible approach for reading and using picture books in K-12 classrooms and demonstrates how these picture books about slavery continue to perform important cultural work. Routledge Market: Education April 2018: 229 x 152: 284pp Hb: 978-1-138-73920-8: £105.00 eBook: 978-1-315-18427-2 * For full contents and more information, visit: www.routledge.com/9781138739208

4th Edition • NEW EDITION

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Handbook of Research on Teaching the English Language Arts

Islam, Technology, and Education

Edited by Diane Lapp, San Deigo State University, USA and Douglas Fisher, San Diego State University, USA Now in its fourth edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Literacy Association and the National Council of Teachers of English—remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. This new edition is streamlined and completely restructured around ‘big ideas’ in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources. Routledge Market: Education/Teaching English Language Arts November 2017: 254 x 178: 487pp Hb: 978-1-138-12226-0: £190.00 Pb: 978-1-138-12227-7: £80.99 eBook: 978-1-315-65055-5 * For full contents and more information, visit: www.routledge.com/9781138122277

The Case for Culturally Grounded Design Michael K. Thomas, University of North Carolina, Charlotte, USA Series: Routledge Research in Education Based in a global array of case studies - Malaysia, Saudi Arabia, Pakistan, Turkey, and Islamic education in the United States - this volume shows how the discourse concerning educational technology in the Islamic world has emphasized neoliberal and neofundamentalist themes, and argues that the design and implementation of educational technologies in schools would be better accomplished by taking a culturally grounded approach. This approach would be rooted in the context and local needs of learners, with implications and possible application in the Muslim world and beyond. Routledge Market: Education May 2018: 229 x 152: 160pp Hb: 978-0-415-65909-3: £95.00 * For full contents and more information, visit: www.routledge.com/9780415659093

3rd Edition • TEXTBOOK • READER

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History 5–11

Jumpstart! Philosophy in the Classroom

A Guide for Teachers

Games and Activities for Ages 7-14

Hilary Cooper Series: Primary 5-11 Series

Steve Bowkett, Educational Consultant, UK Series: Jumpstart

History 5-11 addresses key issues surrounding the teaching of history in the primary curriculum. With an emphasis on the importance of learning about the past through the process of historical enquiry, this textbook will be an invaluable resource to trainee and practising primary teachers interested in teaching history in an accessible, dynamic and enjoyable way. This third edition contains case studies, lesson planning guidance and methods to develop pupils’ historical understanding and is updated to include new sections on local links, oracy and assessment. With a new final chapter on classroom-based research this extended text will also prove essential reading to those at Masters level.

Jumpstart! Philosophy in the Classroom is a treasure trove of ideas for building philosophical enquiry into the curriculum. It will offer teachers a range of quick, easy and multisensory techniques for developing children’s understanding of philosophy and help them to ‘learn how to learn’. These practical and engaging methods will encourage children to think, analyse, evaluate, discuss, judge and conclude across all areas of the curriculum, creating a community of enquiry and changing the way that content is processed and understood by students. This book will be a vital resource for all those who want to develop philosophical enquiry in their school.

Routledge Market: Primary Education/History November 2017: 246x174: 254pp Hb: 978-1-138-72081-7: £105.00 Pb: 978-1-138-72083-1: £27.99 eBook: 978-1-315-19487-5 Prev. Ed Pb: 978-0-415-69360-8 * For full contents and more information, visit: www.routledge.com/9781138720831

Routledge Market: Education / Philosophy October 2017: 210x148: 156pp Hb: 978-1-138-30985-2: £60.00 Pb: 978-1-138-30987-6: £14.99 eBook: 978-1-315-14354-5 * For full contents and more information, visit: www.routledge.com/9781138309876

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CURRICULUM STUDIES STUDENT REFERENCE

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Key Concepts in Curriculum Studies

Learning Rebooted

Perspectives on the Fundamentals

Education Fit for the Digital Age

Edited by Benjamin Bolden, Queen’s University, Canada, Theodore Michael Christou, Queen’s University, Canada, Christopher DeLuca, Queen’s University, Canada, Marcea Ingersoll, St. Thomas University, Canada, Holly Ogden, Queen’s University, Canada and Judith Wearing, Queen’s University, Canada

James Penny How do education systems transform themselves without wasting investment from the past? What are the critical changes that are taking place to the fabric of our society? What does real change look like? This book takes a unique view of how education systems are struggling to keep up with the pace of change in society. Chapters explore how rapid changes are shaping the way young people share, collaborate and communicate using technology, making a cogent case for how education systems need to reform to reflect these profound changes. The book builds a blueprint that is sympathetic to education systems formed in the Industrial era, whilst suggesting designs with a fresh and compelling approach.

Offering an accessible entry into curriculum theory, this volume defines and contextualizes key terms for students new to the field. Leading scholars provide short anchor texts that introduce, define, and situate dominant curriculum theory constructs. Each of these anchor texts is followed by three concise, creative "keyword" responses that demonstrate varied perspectives and connections, allowing readers to reflect on these fundamental concepts. Useful to instructors and students alike, this text includes explanations of and suggestions for keywords as a teaching strategy and invites readers to extend the discourse with their own creative, individual responses. Routledge Market: Education/Curriculum Studies October 2018: 229 x 152: 228pp Hb: 978-0-815-34843-6: £105.00 Pb: 978-0-815-34846-7: £35.99 eBook: 978-1-351-16708-6 * For full contents and more information, visit: www.routledge.com/9780815348436

Routledge Market: Education November 2017: 234x156: 160pp Hb: 978-0-815-36828-1: £105.00 Pb: 978-0-815-36830-4: £19.99 eBook: 978-1-351-25524-0 * For full contents and more information, visit: www.routledge.com/9780815368304

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Language, Literacy, and Learning in the STEM Disciplines

Learning to Plan Modern Language Lessons

How Language Counts for English Learners

Cheryl Mackay

Edited by Alison L. Bailey, University of California, Los Angeles, USA., Carolyn A. Maher, Rutgers University, USA. and Louise C. Wilkinson, Syracuse University, USA This book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English language learners. These key questions are addressed: When and how do students develop mastery of the language registers unique to mathematics and to the sciences? How do teachers use assessment as evidence of student learning for both accountability and instructional purposes? Orienting each chapter with a research review and drawing out important Focus Points, chapter authors examine the obstacles to and latest ideas for improving STEM literacy, and discuss implications for future research and practice.

Understanding the basic ingredients Learning to Plan Modern Language Lessons is a cookbook of guidance and ideas for those learning to teach in the secondary school. Drawing on the latest research and practice in the field, it offers detailed explanation of basic lesson planning methods and the principles that underpin them, illustrated by worked examples of engaging lessons. It shows how to progress from planning smaller activities to full lessons – and how to ensure progression for your students. Specific aspects of language learning such as grammar and intercultural understanding are explored together with ideas for how, through collaboration and observation, to make more efficient your planning skills in the long-term. Routledge Market: Secondary Education/ Modern Languages September 2018: 246x174: 212pp Hb: 978-1-138-30483-3: £90.00 Pb: 978-1-138-30484-0: £24.99 eBook: 978-0-203-72973-1 * For full contents and more information, visit: www.routledge.com/9781138304833

Routledge Market: Language and Literacy Education/STEM February 2018: 229 x 152: 276pp Hb: 978-1-138-28428-9: £105.00 Pb: 978-1-138-28429-6: £39.99 eBook: 978-1-315-26961-0 * For full contents and more information, visit: www.routledge.com/9781138284289

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Learning from Urban Immigrant Youth About Academic Literacy

Linguistic Justice

Jie Y. Park

April Baker-Bell Series: NCTE-Routledge Research Series

Learning from Urban Immigrant Youth About Academic Literacy reports on a two-year long, literacy case study of the academic literacies of first and second-generation immigrant youth in an afterschool tutoring program in South Bronx, New York. Through transcripts of tutoring sessions, interview data, and youths’ written work, each chapter highlights how youth interpreted and responded to various school assignments; what resources they brought to unpacking the meaning and significance of texts and disciplinary concepts; and how they struggled to take hold of certain reading and writing practices. By focusing on the immigrant youth themselves, and not on the teaching that happens (or does not happen) inside classrooms, this book provides a unique and much-needed vantage point to understanding academic literacy and engagement of urban immigrant youth. Routledge Market: Education June 2018: 229 x 152: 160pp Hb: 978-1-138-57889-0: £105.00 eBook: 978-1-351-26336-8 * For full contents and more information, visit: www.routledge.com/9781138578890

Black Language, Literacy, and Identity

Offering a research-based approach to teaching that supports the healthy linguistic, racial, and cultural identity of African American youth, Baker-Bell demonstrates how the U.S. education system has historically positioned African American youth as linguistically deficient. Extending and applying critical language pedagogy to the classroom, she argues that the responsibility falls to teachers to support African American youth in constructing positive and transformative understandings of their language and racial identities related to language and learning. Routledge Market: Education October 2018: 229 x 152: 168pp Hb: 978-1-138-55101-5: £110.00 Pb: 978-1-138-55102-2: £36.99 eBook: 978-1-315-14738-3 * For full contents and more information, visit: www.routledge.com/9781138551015

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CURRICULUM STUDIES 4th Edition • TEXTBOOK • READER

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Literacy and Learning in the Content Areas

Mathematical Modelling

Enhancing Knowledge in the Disciplines

A Resource Book for Teachers

Sharon Kane, SUNY Oswego

Keng Cheng Ang, Nanyang Technological University, National Institute of Education, Singapore

This book’s unique approach provides hands-on experience to implementing content area literacy in the classroom, and demonstrates how to create and master such techniques as mapping/webbing, anticipation guides, booktalks, class websites, and journal writing and reflection. Special features include a Companion Website with teaching tools and resources; Teaching in Action examples by subject area; and Application Activities to apply field experiences to classroom use. The fourth edition features an updated multiliteracies chapter, and new strategies for teaching literacy in math, science, and social studies. Routledge Market: Education/Literacy April 2018: 279 x 216: 416pp Hb: 978-0-815-38303-1: £105.00 Pb: 978-0-815-38302-4: £43.99 eBook: 978-1-351-20691-4 Prev. Ed Hb: 978-0-415-79273-8 * For full contents and more information, visit: www.routledge.com/9780815383031

This book provides resources for teachers and mathematics educators who wish to design and implement mathematical modelling activities in the classroom. This book focuses on practical classroom ideas in mathematical modelling suitable for use by secondary school mathematics teachers. Interacting with students all the time, teachers generally have good ideas on possible mathematical modelling tasks. However, they may find it difficult to translate these ideas into concrete modelling activities suitable for a mathematics classroom. This book introduces a framework that can assist teachers in designing and planning mathematical modelling activities and its use is illustrated through examples. Routledge June 2018: 246x174 Hb: 978-0-815-37088-8: £110.00 Pb: 978-0-815-37089-5: £29.99 eBook: 978-1-351-24797-9 * For full contents and more information, visit: www.routledge.com/9780815370888

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Literature Education in the Asia-Pacific

Mentoring Physical Education Teachers in the Secondary School

Policies, Practices and Perspectives in Global Times Edited by Chin Ee Loh, National Institute of Education, Singapore, Suzanne S. Choo, National Institute of Education, Singapore and Catherine Beavis, Deakin University, Australia Series: Routledge Critical Studies in Asian Education This edited collection provides an overview of English literature education in the Asia-Pacific in global times, bringing to international attention a rich understanding of the trends, issues and challenges specific to nations within the Asia-Pacific region. Comprising contributions from Australia, China, Hong Kong, India, Indonesia, Malaysia, Philippines, Singapore and Vietnam, the collection addresses the diversity of learners in different national, cultural and teaching contexts. Routledge Market: Education/Language March 2018: 234x156: 264pp Hb: 978-1-138-29080-8: £115.00 eBook: 978-1-315-26598-8 * For full contents and more information, visit: www.routledge.com/9781138290808

A practical guide Edited by Susan Capel, Brunel University, UK and Julia Lawrence This practical guide helps mentors of new PE teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with trainees. Together with analytical tools for self-evaluation, it is a vital source of support and inspiration for all those involved in developing the next generation of outstanding teachers. Routledge Market: Secondary Education/ Physical Education September 2018: 246x174: 224pp Hb: 978-1-138-05964-1: £90.00 Pb: 978-1-138-05965-8: £24.99 eBook: 978-1-315-16344-4 * For full contents and more information, visit: www.routledge.com/9781138059641

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TEXTBOOK • READER

Makers, Crafters, Educators

Mobile Learning in Schools

Working for Cultural Change

Key Issues, Opportunities and Ideas for Practice

Edited by Elizabeth Garber, University of Arizona, USA, Lisa Hochtritt and Manisha Sharma Bringing the do-it-yourself (DIY) ethos of maker and crafter movements, and the politics of cultural change that undergird them, into educational environments, this book addresses making and crafting in relationship to community and schooling practices, culture and place, change, and sustainability, it positions making as an agent of change in education. Authors from around the world present their work in a range of written and visual formats, organized in four thematic sections: learning and making for self-reliance; learning and making for innovation; learning and making for sustainability, and cross-talk and cross-giving in learning. Routledge Market: Arts Education/Maker and Crafter Movements/Cultural Change November 2018: 229 x 152: 272pp Hb: 978-1-138-89619-2: £95.00 Pb: 978-1-138-89622-2: £31.99 eBook: 978-1-315-17925-4 * For full contents and more information, visit: www.routledge.com/9781138896192

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e-Inspection

Jocelyn Wishart, University of Bristol, UK This thought-provoking text provides trainee teachers with an essential exploration of the issues and challenges involved in mobile learning initiatives. With key topics including cyberbullying, social media, sustainability and ethics, each chapter takes an in-depth look at the use of personal technology in formal learning situations. Clear, supportive text is richly illustrated by vignettes from a variety of international case studies and projected future scenarios, as well as practical tasks to try out in class. A helpful guide to assessing mobile learning is also included, examining the challenges involved in capturing and recording creative work, both inside and outside the classroom. Routledge Market: Education October 2017: 246x174: 150pp Hb: 978-1-138-69071-4: £95.00 Pb: 978-1-138-69072-1: £26.99 eBook: 978-1-315-53677-4 * For full contents and more information, visit: www.routledge.com/9781138690721

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2nd Edition • NEW EDITION

Multidisciplinary Approaches to Art Learning and Creativity

Phonological Awareness, Second Edition From Research to Practice Gail T. Gillon, Gail T. Gillon, PhD, College of Education, Health and Human Development, University of Canterbury, Christchurch, NZ Series: Challenges in Language and Literacy

Fostering Artistic Exploration in Formal and Informal Settings Edited by Karen Knutson, Takeshi Okada and Kevin Crowley This edited volume explores learning in the arts with a particular focus on understanding how learning and creativity are supported in both schools and out-of-school settings, and with learners of all ages. Written from a range of perspectives and methodological viewpoints, chapters draw upon the fields of cognitive science, art education, technology and digital arts, the learning sciences, and museum studies. Exploring connections between research and practice in art learning, and bringing together a diverse group of international researchers, this volume explores a variety of positions and projects around creativity in schools, museums, and other venues. Routledge Market: Education March 2018: 229 x 152: 210pp Hb: 978-0-815-36188-6: £105.00 eBook: 978-1-351-11403-5 * For full contents and more information, visit: www.routledge.com/9780815361886

Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3–17). Guilford Press Market: "Language, Literacy, ESL and Bilingual Education" January 2018: 229 x 152: 272pp Hb: 978-1-462-53289-6: £57.99 Pb: 978-1-462-53288-9: £23.99 Prev. Ed Pb: 978-1-593-85472-0 * For full contents and more information, visit: www.guilfordpress.co.uk/9781462532889

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Pedagogies and Policies on Publishing Research in English

Physical Activity and Learning After School

Local Initiatives Supporting International Scholars Edited by James Corcoran, Karen Englander and Muresan Laura Series: ESL & Applied Linguistics Professional Series In this book, multilingual scholars examine the pedagogies and policies that have been implemented around the world to foster academic writing for publication. In a market dominated by English journals and books publications, multilingual scholars are increasingly inclined and encouraged to publish in English in order to contribute to the global dissemination of academic knowledge. Addressing the obstacles academics located outside the Anglosphere face, this collection examines the writing programs, courses and interventions held outside the Anglophone countries whose aim is to enhance the scholarly writing and publishing success of multilingual scholars. Routledge Market: Applied Linguistics/English for Academic Purposes December 2018: 229 x 152: 260pp Hb: 978-1-138-55808-3: £110.00 Pb: 978-1-138-55809-0: £36.99 eBook: 978-1-315-15122-9 * For full contents and more information, visit: www.routledge.com/9781138558083

The PAL Program Edited by Paula J. Schwanenflugel and Phillip D. Tomporowski Every school day, more than 10 million children attend after-school programs in the United States. This book provides a research-based blueprint for offering students in grades 1-5 innovative programming that combines intensive physical activity and social-emotional skills development with academic enrichment in reading, mathematics, and social studies. Presented is an integrative approach that has been developed and tested to meet the needs of all students, including those in high-poverty schools. Guilford Press Market: Language, Literacy, ESL and Bilingual Education January 2018: 254 x 178: 246pp Hb: 978-1-462-53268-1: £55.99 Pb: 978-1-462-53267-4: £22.99 * For full contents and more information, visit: www.guilfordpress.co.uk/9781462532674

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Pedagogy in the Novels of J.M. Coetzee

Politics and Pedagogy of Digital Participation

Aparna Mishra Tarc Series: Routledge Research in Education

New Directions for Media Educators

Bringing together critical and educational theory, this book examines depictions of pedagogy in the novels of J.M. Coetzee. Engaging Coetzee’s varied literary use of pedagogy, Tarc demonstrates that pedagogy is intrinsic to the formation of human actors, society, and civilization in his works. This book is an original contribution and provides a new theoretical framework for understanding the implications of pedagogy in his books and in a postcolonial context. Routledge Market: Education April 2018: 229 x 152: 163pp Hb: 978-1-138-03900-1: £105.00 eBook: 978-1-315-17619-2 * For full contents and more information, visit: www.routledge.com/9781138039001

Catherine Burwell, Assistant Professor Werklund School of Education University of Calgary Series: Routledge Research in Education This volume investigates digital interactions between youth, corporations and pop culture texts and their implications for educators. It provides a comprehensive critique of participatory culture, revealing corporate media’s solicitation of young people’s creative labor and both groups’ exploitation of images and narratives. Analyzing three case studies across melodrama, parody and animation, it argues for more robust programs of media education and poses new questions about the pedagogical implications of digital labor and the future direction of media education. Routledge Market: Education April 2018: 229 x 152: 208pp Hb: 978-1-138-90388-3: £105.00 eBook: 978-1-315-69661-4 * For full contents and more information, visit: www.routledge.com/9781138903883

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Posthumanism and Literacy Education Knowing/Being/Doing Literacies

Reconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers

Edited by Candace R. Kuby, Karen Spector and Jaye Johnson Thiel Series: Expanding Literacies in Education

Heidi L. Hallman and Abigail Kindelsperger Series: Routledge Research in Education

A ‘go to’ text for the emerging field of posthumanism and literacy education, this volume investigates posthumanism, not as a lofty theory, but as lived-out daily in intra-actions, as a materialized way of being/doing/knowing the world and producing literacies. The contributors explore how posthumanism helps educators better understand how students, families, and communities come to know/be/do literacies with other humans and nonhumans. Illustrative examples show how posthumanist theories are put to work in and out of school spaces as pedagogies and methodologies in literacy education.

Reconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers offers a portrait of classroom literacy practices and learning opportunities that are provided for school-age mothers in two different schools. Attuned to the struggle for school-age mothers’ access to meaningful and challenging curriculum in public schools, as well as to the relative dearth of scholarly research on the topic, this volume demonstrates how educators can rethink the issue of schooling for this population of students.

Routledge Market: Literacy Education/ Posthumanism August 2018: 229 x 152: 265pp Hb: 978-1-138-09439-0: £95.00 Pb: 978-1-138-09441-3: £31.99 eBook: 978-1-315-10608-3 * For full contents and more information, visit: www.routledge.com/9781138094390

Routledge Market: Education November 2018: 229 x 152: 184pp Hb: 978-0-815-38377-2: £105.00 eBook: 978-1-351-20551-1 * For full contents and more information, visit: www.routledge.com/9780815383772

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Progressive Rhetoric and Curriculum

Representing the Middle East and Africa in Social Studies Education

Contested Visions of Public Education in Interwar Ontario Theodore Michael Christou Series: Routledge Research in Education Progressive Rhetoric: Imagining Schools for a Modern Age in Interwar Ontario considers the ways that progressivist ideas and rhetoric shaped early curriculum and structural changes to Ontario’s public schools. Through a series of case studies, conceptual analyses, and personal reflections from the field, this volume shows how post-WWI era debates around progressive education were firmly situated within political, economic, social and intellectual evolutions in the province and beyond.

Routledge Market: Education October 2017: 229 x 152: 182pp Hb: 978-1-138-55817-5: £105.00 eBook: 978-0-203-71331-0 * For full contents and more information, visit: www.routledge.com/9781138558175

Teacher Discourse and Otherness Daniel Osborn Series: Routledge Research in Education Representing Africa and the Middle East in Social Studies Education examines the lived classroom experiences of six social studies teachers and the relevance of their discourse in framing the knowledge students receive about populations in Africa and the Middle East. With a focus on the socialization processes of schooling, this book deconstructs the classroom experience and investigates the ways in which a macro-societal phenomenon—otherness—is reified in micro-societal interactions. Through the methodological lens of critical discourse analysis, this work illuminates the importance of teachers’ language in challenging and reinforcing portrayals that cast the diverse populations of Africa and the Middle East in the role of "the other." Routledge Market: Education February 2018: 229 x 152: 240pp Hb: 978-1-138-57924-8: £105.00 eBook: 978-1-351-26252-1 * For full contents and more information, visit: www.routledge.com/9781138579248

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Reading Challenging Texts

Rethinking Languages Education

Layering Literacies Through the Arts

Directions, Challenges and Innovations

James S. Chisholm, University of Louisville, USA and Kathryn F. Whitmore, University of Louisville, USA

Edited by Ruth Arber, Deakin University, Australia, Michiko Weinmann, Deakin Univeristy, Australia and Jillian Blackmore

Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively and emotionally in deep reading of challenging texts. The authors recommend resources for teachers to draw on as they design arts-based instruction for their students. This timely perspective on arts education advocacy demonstrates the need to teach through different modalities to strengthen students’ connections to literature, their schools, and communities.

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative thinking, broach controversies about the theoretical and practical considerations that underpin the implementation of effective languages pedagogy in 21st-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity.

Routledge Market: EDUCATION/TEACHING CHILDREN’S LITERATURE/CRITICAL LITERACY December 2017: 254 x 178: 138pp Hb: 978-1-138-05863-7: £105.00 Pb: 978-1-138-05864-4: £29.99 eBook: 978-1-315-16406-9 * For full contents and more information, visit: www.routledge.com/9781138058644

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Routledge Market: Education/ Language June 2018: 234x156: 224pp Hb: 978-1-138-09158-0: £105.00 eBook: 978-1-315-10797-4 * For full contents and more information, visit: www.routledge.com/9781138091580

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Science Education

Social Studies in the New Education Policy Era

Learning to construct a new world

Conversations on Purposes, Perspectives, and Practices

Michael J. Reiss, UCL Institute of Education, UK. Series: Foundations and Futures of Education There is an urgent need for science education, both inside and outside of schools, to recapture a vision of how we can understand the natural world, and how we should wisely and considerately make use of that knowledge. This book provides a unified framework for understanding the scope, purpose and pedagogies of science education in the settings of school, out-of-school, further education, higher education and lifelong learning. It critically examines present assumptions about science education, and shows how science education can engage with learners, of whatever age, drawing upon key examples to illustrate its points. Routledge Market: Science Education June 2018: 234x156: 224pp Hb: 978-0-415-60357-7: £90.00 Pb: 978-0-415-60358-4: £31.99 * For full contents and more information, visit: www.routledge.com/9780415603577

Edited by Paul G. Fitchett, University of North Carolina at Charlotte, USA and Kevin W. Meuwissen, University of Rochester, USA Social Studies in the New Education Policy Era is a series of compelling open-ended education policy dialogues among various social studies scholars and stakeholders. By facilitating conversations about the relationships among policy, practice, and research in social studies education, this collection illuminates various positions on contested issues in the field. Chapter authors bring diverse professional experiences to the questions at hand, offering readers multiple perspectives from which to delve into discussions about social studies education in contexts. Commentaries aim to inspire, challenge, and ultimately strengthen readers’ beliefs about the place of social studies in education. Routledge Market: Education February 2018: 229 x 152: 258pp Hb: 978-1-138-28395-4: £120.00 Pb: 978-1-138-28396-1: £35.99 eBook: 978-1-315-26928-3 * For full contents and more information, visit: www.routledge.com/9781138283954

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Social Media and Education

Teach Now! Geography

Now the Dust Has Settled

A practical guide to becoming a great Geography teacher

Edited by Neil Selwyn, Monah University, Australia and Eve Stirling

David Rogers, Patcham High School, UK Series: Teach Now!

This bookstudies users' experiences and views of social media. This collection provides a nuanced and interesting discussion of the realities of social media use across different aspects of education. This book was originally published as a special issue of Learning, Media and Technology.

This book guides you through all the different aspects of Geography teaching balancing sparking interest and enthusiasm in young people for current world events, alongside rigour and practice needed for examination success. The Geography curriculum, planning, assessment and fieldwork are discussed in detail alongside carefully chosen examples to demonstrate good practice. There are activities and techniques to help deepen students understand and decision making skills as well as advice on using technology and teaching Geographic Information Systems. Covering everything you need to know, this is your essential guide as you start your exciting career as an outstanding Geography teacher.

Routledge Market: Education December 2017: 246x174: 194pp Hb: 978-1-138-56342-1: £115.00 * For full contents and more information, visit: www.routledge.com/9781138563421

Routledge Market: Education October 2018: 210x148: 224pp Hb: 978-1-138-74373-1: £90.00 Pb: 978-1-138-74374-8: £16.99 eBook: 978-1-315-18163-9 * For full contents and more information, visit: www.routledge.com/9781138743731

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Social Studies Education and Everyday Empire

Teach Now! Physical Education

Settler Colonial Education in the United States

Becoming a Great PE Teacher

Dolores Calderón, University of Utah, USA Social Studies Education and Everyday Empire exposes the ways in which U.S. settler colonial ideology is manifested through social studies curriculum and textbooks through the misrepresentation of Indigenous peoples. In each chapter, the author addresses one of the stereotypical and racist tropes which are deeply ingrained in U.S. social studies education, reveals its implications for Indigenous land practices and sovereignty, and offers pedagogical ideas and practices to begin to undo the misconceptions. Finally, Calderon considers the ways in which new pedagogies can influence education theory, policy, and practices to counteract ignorance regarding the Indigenous peoples of the U.S. Routledge Market: Education December 2018 Hb: 978-1-138-12173-7: £90.00 Pb: 978-1-138-12174-4: £29.99 eBook: 978-1-315-65079-1 * For full contents and more information, visit: www.routledge.com/9781138121737

Daniel Burton Series: Teach Now! This book guides you through all the different aspects of Physical Education teaching. It examines the nature and purpose of physical education highlighting the need for a balanced curriculum that includes gymnastics, dance, swimming, athletics and outdoor and adventurous activities. Planning, assessment and differentiation are discussed in detail alongside carefully chosen examples to demonstrate good practice. There is also a strong focus on inclusion to ensure that all your students are able to make progress and achieve. With a wealth of ready-to-use activities and techniques, this is your essential guide as you start your exciting career as an outstanding Physical Education teacher. Routledge Market: Education April 2018: 210x148: 224pp Hb: 978-1-138-08033-1: £105.00 Pb: 978-1-138-08034-8: £16.99 eBook: 978-1-315-11352-4 * For full contents and more information, visit: www.routledge.com/9781138080331

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Teaching and Researching ELLs’ Disciplinary Literacies

Teaching Culturally Sustaining and Inclusive Young Adult Literature

Systemic Functional Linguistics in Action in the Context of U.S. School Reform

Critical Perspectives and Conversations

Meg Gebhard Series: Language, Culture, and Teaching Series This critical perspective on literacy and schooling offers a conceptual framework to analyze how educational reforms have shaped the teaching and learning of language and disciplinary literacies in U.S. public schools. Case studies provide examples of teachers in urban schools using this framework to design, implement, and assess their ability to teach disciplinary literacies to ELLs. A praxis section in each chapter guides readers in conducting action-oriented research projects in their own contexts, and includes discussion questions, further reading suggestions, and guides for designing curriculum, instruction, and rubrics to track changes in students’ literacy practices over time. Routledge Market: Teaching English Language Learners/Disciplinary Literacy Development October 2018: 229 x 152: 272pp Hb: 978-1-138-09089-7: £95.00 Pb: 978-1-138-09090-3: £31.99 eBook: 978-1-315-10839-1 * For full contents and more information, visit: www.routledge.com/9781138090897

R Joseph Rodriguez Series: Language, Culture, and Teaching Series Rodriguez uses theories of critical literacy and culturally responsive teaching to argue that our schools, and our culture, need inclusive literature/s to meet the needs of culturally and linguistically diverse readers and students. This book provides an outline for the study of literature through through cultural and literary criticism, via essays that analyze young adult literature in four areas: scribal identities and the self-affirmation of adolescents; gender and sexualities; schooling and education of young adult characters; and teachers’ roles and influences in characters’ coming of age. Complementing these essays are critical conversations with key contemporary writers of color. Routledge Market: Literacy Education/ Young Adult Literature July 2018: 229 x 152: 285pp Hb: 978-1-138-29858-3: £105.00 Pb: 978-1-138-29859-0: £38.99 eBook: 978-1-315-09855-5 * For full contents and more information, visit: www.routledge.com/9781138298583

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Teaching Biology in Schools

Theory of Teaching Thinking

Global Research, Issues, and Trends

International Perspectives

Edited by Kostas Kampourakis and Michael Reiss, UCL Institute of Education, UK. Series: Teaching and Learning in Science Series

Edited by Laura Kerslake and Rupert Wegerif, University of Exeter, UK Series: Research on Teaching Thinking and Creativity

An indispensable tool for biology teacher educators, researchers, and graduate students, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy.

Across the world education for ‘thinking’, or ‘21 Century Skills’ or ‘Creativity’ is seen as the key to thriving in the Internet Age. This book provides a much needed introduction and guide to this critical subject. The OECD suggest teaching thinking as key to growing a more successful economy, others claim it is needed for increased democratic engagement and well-being. Teaching for Thinking and Creativity questions what we mean by ‘thinking’ or ‘creativity’in the context of teaching and takes a global perspective incorporating contributions from neurocognitive, technological, Confucian, philosphical and dialogical perspectives.

Routledge Market: Science Education/Biology July 2018: 229 x 152: 280pp Hb: 978-1-138-08794-1: £95.00 Pb: 978-1-138-08798-9: £31.99 eBook: 978-1-315-11015-8 * For full contents and more information, visit: www.routledge.com/9781138087941

Routledge Market: Education April 2018: 234x156: 200pp Hb: 978-1-138-29789-0: £105.00 Pb: 978-1-138-29790-6: £27.99 eBook: 978-1-315-09894-4 * For full contents and more information, visit: www.routledge.com/9781138297890

2nd Edition • TEXTBOOK • READER

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Teaching Children's Literature

Teaching Grammar through Literature

It's Critical!

Bringing Language to Life in the Secondary Classroom Christine H. Leland, Indiana University-Purdue University, USA, Mitzi Lewison and Jerome C. Harste, Indiana University-Bloomington (Emeritus), USA

Inviting multiple ways of critically engaging with literature, this text offers a fresh perspective on how to integrate children’s literature into and across the curriculum in effective, purposeful ways. Structured around three "mantras"—Enjoy; Dig deeper; Take action—and rich with real examples of teachers implementing critical pedagogy, this practical book focuses on issues that impact children’s lives, building from students’ personal experiences and cultural knowledge to using language to question the everyday world, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. Routledge Market: EDUCATION/TEACHING CHILDREN’S LITERATURE/CRITICAL LITERACY November 2017: 254 x 178: 282pp Hb: 978-1-138-28425-8: £95.00 Pb: 978-1-138-28426-5: £37.99 eBook: 978-1-315-26962-7 * For full contents and more information, visit: www.routledge.com/9781138284265

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Anna McGlynn and Rachel Fenn This guide offers a fresh approach to integrating grammar effectively into the secondary classroom as a vital strand of English that both enlivens and enriches students’ understanding of literature. Each chapter demystifies complex terminology and provides an essential overview of relevant subject knowledge and inspiring practical ideas to empower teachers to confidently teach grammar. With a variety of adaptable lesson plans for popular KS3 and KS4 texts, it shows how grammatical requirements can be taught in a lively, text-based manner, developing students’ understanding, improving the quality of their writing, and giving them the skills they need to analyse meaningfully at word level. Routledge Market: Education March 2018: 246x174: 140pp Hb: 978-1-138-30099-6: £105.00 Pb: 978-1-138-30100-9: £19.99 eBook: 978-0-203-73293-9 * For full contents and more information, visit: www.routledge.com/9781138300996

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5th Edition • TEXTBOOK • READER

Teaching History with Film

Teaching Science in Elementary and Middle School

Strategies for Secondary Social Studies

A Project-Based Learning Approach

Alan S. Marcus, University of Connecticut, USA, Scott Alan Metzger, Pennsylvania State University, USA, Richard J. Paxton, Pacific University, USA and Jeremy D. Stoddard, College of William & Mary, USA

Joseph S. Krajcik, Michigan State University, USA and Charlene M. Czerniak, University of Toledo, USA Teaching Science in Elementary and Middle School offers in-depth information about the fundamental features of project-based science and strategies for implementing the approach. Describing and showing how the project-based method of teaching science motivates young learners, this text emphasizes the importance of students explaining phenomena they experience in their daily lives using evidence and scientific principles. Pedagogical aids in each chapter include opening scenarios to help readers situate new experiences and activities throughout to help them understand aspects of science teaching

Using cases of experienced teachers to illustrate accomplished history teaching through the use of movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the issues involved in using film to teach history. Updates to this new edition include 2 new case studies, a new chapter focusing on using international film and incorporating a global view in the classroom; and additional material on using film to tackle controversial issues. Routledge Market: Education August 2018 Hb: 978-0-815-35296-9: £120.00 Pb: 978-0-815-35297-6: £37.99 eBook: 978-1-351-13773-7 Prev. Ed Hb: 978-0-415-99954-0 * For full contents and more information, visit: www.routledge.com/9780815352969

and learning. Routledge Market: Education May 2018: 254 x 178: 416pp Hb: 978-1-138-70003-1: £95.00 Pb: 978-1-138-70004-8: £61.99 eBook: 978-1-315-20501-4 Prev. Ed Hb: 978-0-415-53404-8 * For full contents and more information, visit: www.routledge.com/9781138700031

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Teaching Literature in the A Level Modern Languages Classroom

Teaching With DBQs Helping Students Analyze Nonfiction and Visual Texts Kevin Thomas Smith, Clay County School District, Florida, USA

A teacher’s guide to success Katherine Raithby and Alison Taylor

Help your students navigate complex texts in history and social studies. This book shows you how to use document-based questions, or DBQs, to build student literacy and critical thinking skills while meeting rigorous state standards and preparing students for AP exams. DBQs can be implemented year-round and can be adjusted to meet your instructional needs. With the helpful advice in this book, you’ll learn how to use DBQs to teach nonfiction and visual texts, including primary and secondary sources, maps, and paintings. You’ll also get ideas for teaching students to examine different points of view and write analytical

This practical book book supports modern language teachers in preparing their students for the literature component of the revised ‘A’ level examination. Chapters offer a step-by-step approach to all aspects of planning, resourcing and teaching literature at advanced level. Strategies for understanding works of different genres and analysing plot, characterisation, themes and style are exemplified. Teachers’ potential concerns are addressed: the constraints of teaching time available; the effective use of independent study; writing and teaching in the target language; the development of all four skills in an integrated programme; maximising student engagement and ensuring exam success. Routledge Market: Secondary Education/ Languages September 2018: 246x174 Hb: 978-1-138-30350-8: £105.00 * For full contents and more information, visit: www.routledge.com/9781138303508

responses. Routledge Market: Education March 2018: 246x174: 136pp Hb: 978-1-138-30268-6: £95.00 Pb: 978-1-138-30269-3: £19.99 eBook: 978-1-315-17807-3 * For full contents and more information, visit: www.routledge.com/9781138302686

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Teaching Powerful Primary Geography

The Changing World of Outdoor Learning

Anne M. Dolan, University of Limerick, Republic of Ireland.

European reflections

Teaching Powerful Primary Geography develops teachers’ geographical imaginations and enables children to learn about the world, their place in it, and how to interact with it both confidently and competently. Using an evidence-based approach, with an emphasis on critical and investigative skills, the book explores how geography can be taught powerfully and meaningfully. A wealth of practical examples are woven throughout to allow children to experience inspirational geography, encouraging curiosity, creativity, problem-solving skills and collaboration.

Edited by Peter Becker, University of Marburg, Germany, Chris Loynes, Barbara Humberstone, Buckinghamshire New University, UK and Jochem Schirp, bsj Marburg, Germany Series: Routledge Research in Education

Routledge Market: Education/Primary Geography November 2018: 246x174: 176pp Hb: 978-1-138-22650-0: £95.00 Pb: 978-1-138-22651-7: £22.99 eBook: 978-1-315-39754-2 * For full contents and more information, visit: www.routledge.com/9781138226500

The Changing World of Outdoor Learning sets out to provide a comprehensive analysis of the changes that have occurred in European outdoor culture in the preceding two decades, and from a diverse range of perspectives, including institutional, theoretical, national and educational views. With contributions from the members of the board of the European Outdoor Education Institute and representatives of the networks that stand behind it, this book provides thorough factual analyses and examinations of outdoor learning that have never been presented before. As a whole, the book will stimulate the ongoing debate about the nature, function and organisation of outdoor education around the globe. Routledge Market: Education May 2018: 234x156: 280pp Hb: 978-1-138-04766-2: £105.00 eBook: 978-1-315-17067-1 * For full contents and more information, visit: www.routledge.com/9781138047662

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The Common Core Grammar Toolkit

The Learning and Teaching of Mathematical Modelling

Using Mentor Texts to Teach the Language Standards in Grades 9-12 Sean Ruday, Longwood University, USA The Common Core’s language standards can seem overwhelming—students need to learn specific, complex grammar rules at each grade level. The Common Core Grammar Toolkit to the rescue! In this comprehensive guide, author Sean Ruday shows how you can make grammar instruction fun and meaningful.

Routledge Market: Education November 2017: 254 x 178: 154pp Hb: 978-1-138-30259-4: £75.00 Pb: 978-1-138-30260-0: £19.99 eBook: 978-1-315-17866-0 * For full contents and more information, visit: www.routledge.com/9781138302600

Werner Blum and Mogens Niss Series: IMPACT: Interweaving Mathematics Pedagogy and Content for Teaching In most countries mathematical modelling is a compulsory part of mathematics teaching at all educational levels, from primary to tertiary. Students at all stages have to deal with modelling examples and acquire modelling competency, and teachers have to acquire knowledge and competencies about modelling and about its teaching and learning in order to be able to successfully use modelling examples in their teaching. Including a conceptual clarification, a discussion of educational goals and didactico-pedagogical challenges, as well as focal points for the future, this book provides the necessary background for mathematics teachers at all educational levels. Routledge Market: Education June 2018: 234x156: 184pp Hb: 978-1-138-73067-0: £95.00 Pb: 978-1-138-73070-0: £29.99 eBook: 978-1-315-18931-4 * For full contents and more information, visit: www.routledge.com/9781138730670

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The Idea of a Social Studies Education

The Role of the Arts in Learning

The Role of Philosophical Counseling

Cultivating Landscapes of Democracy

James A. Duplass This book explains how social studies educators can integrate concepts from philosophy, humanistic psychology, and counseling with existing educational theory to help students develop their personal and civic identities. James Duplass moves away from the traditional standards and methods and instead offers a refreshing take on social studies education in which the teacher acts as a philosophical counselor to prepare students for active engagement with society. By focusing on the cultivation of students’ autonomy, authenticity, and agency, Duplass’ approach avoids the political biases of the field and instead encourages critical thinking to decipher what a democratic ideology truly is. Routledge Market: Education October 2017: 229 x 152: 216pp Hb: 978-1-138-21340-1: £120.00 Pb: 978-1-138-21341-8: £36.99 eBook: 978-1-315-44844-2 * For full contents and more information, visit: www.routledge.com/9781138213418

Edited by Jay Hanes and Eleanor Wiseman Series: Routledge Research in Education Grounded in the philosophy of John Dewey and Maxine Greene, this book sheds light on the difficulties and practicalities of incorporating culture and politics within the realm of the arts and sciences education. Providing both theoretical and concrete examples of the importance of a contemporary arts education, this book examines the ways the arts and sciences intersect with democratic learning and civic engagement. Chapters focus on education in relation to diversity, apprenticeship, and civic engagement; neuroscience and cognition; urban aesthetic experience and learning; and science and art intelligence. Routledge Market: Education August 2018: 229 x 152: 163pp Hb: 978-1-138-63337-7: £95.00 eBook: 978-1-315-20764-3 * For full contents and more information, visit: www.routledge.com/9781138633377

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2nd Edition • NEW EDITION

The Learning and Teaching of Calculus

The World Language Teacher's Guide to Active Learning

Patrick Thompson, Arizona State University, USA, Guershon Harel, University of California, San Diego and Mike Thomas, The University of Auckland Series: IMPACT: Interweaving Mathematics Pedagogy and Content for Teaching The Teaching and Learning of Calculus offers a fresh perspective on the challenges and difficulties of effectively engaging students. The authors argue convincingly that many of the difficulties in learning calculus result from ways students understand, or fail to understand, fundamental mathematical concepts in primary and early secondary school and offer alternative ways of understanding and thinking about early mathematics concepts that have natural extensions to learning calculus. Routledge Market: Educational Research / Mathematics April 2018: 234x156: 204pp Hb: 978-0-415-83106-2: £95.00 Pb: 978-0-415-83107-9: £26.99 * For full contents and more information, visit: www.routledge.com/9780415831062

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Strategies and Activities for Increasing Student Engagement Deborah Blaz, Angola High School, USA Enhance your students’ success and improve the likelihood of retention with the easy-to-implement activities and strategies in this book! Bestselling author Deborah Blaz shows how to create a classroom in which students can actively experience, experiment and discover a world language. The new edition features updated strategies based on brain-based research and new ideas for using technology and personalized learning. In addition, the book has been reorganized to help you easily find and pull activities you want to use in your classroom the very next day. Routledge Market: Education May 2018: 279 x 216: 184pp Hb: 978-1-138-04956-7: £95.00 Pb: 978-1-138-04957-4: £26.99 eBook: 978-1-315-16951-4 * For full contents and more information, visit: www.routledge.com/9781138049567

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Theoretical Models and Processes of Literacy

Transforming Literacy Education for Long-Term English Learners

Edited by Donna E Alvermann, Norman Unrau, Misty Sailors and Robert B. Ruddell The Seventh Edition of Theoretical Models and Processes of Literacy differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports; contemporary literacy models and processes enhance and extend earlier theories of reading and writing. This edition, as previous editions were for their time, is a foundational volume that speaks directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Routledge Market: Literacy Education/Theoretical Models and Processes November 2018: 254 x 178: 760pp Hb: 978-1-138-08726-2: £200.00 Pb: 978-1-138-08727-9: £81.99 * For full contents and more information, visit: www.routledge.com/9781138087262

Reclaiming Brilliance in the Undervalued Maneka Brooks Series: NCTE-Routledge Research Series Presenting an alternative representation of long-term English language learners (LTELs), Brooks demonstrates how they are incorrectly characterized as incomplete speakers of English when many should be viewed as English-speaking bilinguals who remain classified as ELs. Combining research, theory, and practice, Brooks offers much-needed insight into the needs of these students and those who work with them. Challenging the deficit approach to language learning, Brooks situates literacy as social practice, provides an analysis of literacy pedagogy to facilitate teacher learning, and offers takeaways to create inclusive and successful classroom environments for LTELs. Routledge Market: Literacy Education October 2018: 229 x 152: 168pp Hb: 978-1-138-55810-6: £110.00 Pb: 978-1-138-55811-3: £36.99 eBook: 978-1-315-15123-6 * For full contents and more information, visit: www.routledge.com/9781138558106

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Theory and Methods for Sociocultural Research in Science and Engineering Education

Using Virtual Worlds in Educational Settings Making Learning Real Lisa Jacka

Edited by Gregory J. Kelly, Pennsylvania State University, USA and Judith Green, UC-Santa Barbara, USA Series: Teaching and Learning in Science Series

The integration of virtual worlds in learning environments enables teachers to liberate themselves from teacher-focussed instruction and enables students to develop their skills through collaboration and engage in problem solving through the creation and sharing of immersive experiences. This book presents a collection of practical, evidence-based ideas that illustrate the capacity for immersive virtual worlds to be used successfully in higher education and school settings. Including stories from students and educators who have used virtual worlds for learning, it is an accessible, practical resource for educators to support their use of virtual worlds in teaching.

Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. With original studies and examples consistent with the NGSS standards, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education, and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers. Routledge Market: Science Education/Research Methods December 2018: 229 x 152: 260pp Hb: 978-0-815-35189-4: £105.00 Pb: 978-0-815-35192-4: £35.99 eBook: 978-1-351-13992-2 * For full contents and more information, visit: www.routledge.com/9780815351894

Routledge Market: Education/Technology January 2018: 216x138: 106pp Hb: 978-1-138-30558-8: £45.00 eBook: 978-0-203-72890-1 * For full contents and more information, visit: www.routledge.com/9781138305588

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Towards a Just Curriculum Theory

Wordtamer

The Epistemicide

Activities to Inspire Creative Thinking and Writing Edited by João M. Paraskeva, University of Massachusetts, USA This book responds to a need in multicultural education curriculum studies to add to the literature in a critical manner and to provide scholars and educators a more nuanced analysis. It offers better strategies to achieve a just curriculum theory, to educate a more just and democratic society. The book positions curriculum theory as a way for creating societies that strive to establish social and cognitive justice. Together, the essays offer and encourage a more deliberative, democratic engagement that seeks to contextualize and bring to life diverse epistemologies, value-sets, disciplines, theories, concepts, and experiences in education and beyond.

Routledge Market: Education November 2017: 229 x 152: 258pp Hb: 978-1-612-05859-7: £105.00 eBook: 978-1-315-14690-4 * For full contents and more information, visit: www.routledge.com/9781612058597

Judy Waite, University of Winchester, UK. Wordtamer offers an exciting collection of creative activities and guided writing workshop ideas to motivate and engage your students. Each tried-and-tested template provides a clear step-by-step approach, with the flexibility to adapt or amend it to suit specific group sizes and teaching needs. With visual and kinaesthetic examples to engage reluctant writers, each activity revisits and consolidates skills to inspire and encourage enriched, complex and detailed responses. Wordtamer is a must-read for teachers looking to improve and develop their teaching styles and to improve children’s writing, through a range of innovative and interactive activities. Routledge Market: Education December 2017: 297x210: 218pp Hb: 978-1-138-69457-6: £105.00 Pb: 978-1-138-69460-6: £24.99 eBook: 978-1-315-52797-0 * For full contents and more information, visit: www.routledge.com/9781138694606

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Young Children Playing and Learning in a Digital Age a Cultural and Critical Perspective Christine Stephen, recently retired as a Research Fellow at the University of Stirling, Scotland and Susan Edwards, Early Childhood Futures research group in the Learning Sciences Institute Australia, Australian Catholic University Series: Towards an Ethical Praxis in Early Childhood Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children’s experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children’s digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings. Routledge Market: Education/Early Years December 2017: 234x156: 160pp Hb: 978-1-138-65468-6: £105.00 Pb: 978-1-138-65469-3: £29.99 eBook: 978-1-315-62309-2 * For full contents and more information, visit: www.routledge.com/9781138654693

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EARLY YEARS

Alternative Narratives in Early Childhood Education

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An introduction for students and practitioners

Teaching creatively and teaching for creativity

Peter Moss, Thomas Coram Research Unit, Institute of Education, University of London, UK Series: Contesting Early Childhood Providing an accessible introduction to the seminal ‘alternative narratives’ in early childhood education, this book clarifies often complex theories and concepts whilst giving examples of how these have been and can be used in practice. Serving as a bridge that leads students and practitioners to new ways of thinking about their practice, it encourages explorations into an exciting and provocative world made up of a multitude of perspectives and debates. Peter Moss draws heavily on the books published in the Contesting Early Childhood series, with their rich theoretical perspectives and provides examples of how the theories have had a major impact in early years classrooms around the world. Routledge Market: Education November 2018: 234x156: 200pp Hb: 978-1-138-29154-6: £95.00 Pb: 978-1-138-29155-3: £29.99 eBook: 978-1-315-26524-7 * For full contents and more information, visit: www.routledge.com/9781138291546

Creative Learning in the Early Years Ruksana Mohammed, University of East London, UK This book takes a fresh look at the role of creativity within the early years and Key Stage 1. It explores what is meant by creativity and how you can identify the creative skills, attitudes and thinking of individual children. The author argues that creativity should be central to all subject areas and demonstrates how practitioners can foster creative thinking, creative identities and creative behaviours through the curriculum, their planning and teaching approaches. Including examples of children’s work, practical tasks and summaries of key research, this exciting book will help practitioners to understand the power of creativity in learning and help children to fulfil their potential. Routledge Market: Education June 2018: 246x174: 160pp Hb: 978-1-138-63539-5: £90.00 Pb: 978-1-138-63540-1: £19.99 eBook: 978-1-315-20640-0 * For full contents and more information, visit: www.routledge.com/9781138635395

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Behaviour in the Early Years

Cultural Competence for Early Childhood Teachers

Angela Glenn, Early Years Consultant, UK, Jacquie Cousins, L and J Training and Consultancy, UK and Alicia Helps, Educational Psychologist, UK Series: Tried and Tested Strategies

Sarah Huisman and Susan Catapano

This accessible and practical book provides hands-on, tried and tested strategies to help the reader to respond instantly and effectively to behaviour problems, and to encourage them to think about how they handle difficult situations. This third edition has been fully updated and revised to include additional guidance on complex learning difficulties, including speech and language disorders and autism, as well as the impact of social media and devices upon social interaction. With ideas and strategies that can easily be absorbed into the daily routine, this book is essential reading for practitioners in all early years settings looking for effective ways to deal with challenging behaviour. Routledge Market: Education / Early Years November 2018: 297x210: 160pp Hb: 978-1-138-56231-8: £105.00 Pb: 978-1-138-56232-5: £19.99 eBook: 978-1-315-12122-2 * For full contents and more information, visit: www.routledge.com/9781138562318

Cultural Competence for Early Childhood Teachers discusses how early childhood preservice teachers can explore and gain cultural competence, enabling them to support students and families from diverse backgrounds. The textbook opens by describing the role of the university in preparing culturally competent teachers and then explores historical perspectives of cultural competence. Chapters then move toward more practical perspectives of supporting families from racially diverse backgrounds, understanding diverse families, interprofessional education and collaboration, teacher resiliency, and social justice. Routledge Market: Education June 2018: 229 x 152: 160pp Hb: 978-1-138-05708-1: £90.00 Pb: 978-1-138-05709-8: £24.99 eBook: 978-1-315-16503-5 * For full contents and more information, visit: www.routledge.com/9781138057081

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Brain Research in Education and the Social Sciences

Dance-Play and Drawing as Semiotic Tools for Young Children’s Learning

Implications for Practice, Parenting, and Future Society Doris Bergen, Miami University of Ohio, USA, Joseph Schroer, Miami University, USA and Michael Woodin, Miami University, USA Brain Research in Education and the Social Sciences: Implications for Practice, Parenting, and Future Society provides practitioners, parents, and policy makers with research-based information and illustrative case studies about brain development across the lifespan. Neurotechnological advances that are contributing to a broader understanding of brain development and brain illnesses are discussed in a context specifically relevant to those working in education and the social sciences. Routledge Market: Education November 2017: 229 x 152: 206pp Hb: 978-1-138-20634-2: £120.00 Pb: 978-1-138-20635-9: £38.99 eBook: 978-1-315-46521-0 * For full contents and more information, visit: www.routledge.com/9781138206359

Jan Deans, University of Melbourne, Australia and Susan Wright, University of Melbourne, Australia Series: Routledge Research in Early Childhood Education Young Children Learning through Dance-play investigates fourand five-year-old children’s learning through dance and drawing telling. Seven dance-play stories are presented in the book and Deans and Wright locate these in a deep and rich theoretical framework, where embodied thinking, semiotic meaning making and empathetic relational connections are used to exemplify the power of dance and drawing to support sophisticated levels of embodied thinking, artistic meaning-making and empathetic relationship building. This book aims to enliven thinking about the extraordinary capacities of young children’s thinking, creating and relating as they engage with dance, drawing and narration. Routledge Market: Education/Dance February 2018: 234x156: 192pp Hb: 978-1-138-67645-9: £115.00 eBook: 978-1-315-56006-9 * For full contents and more information, visit: www.routledge.com/9781138676459

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EARLY YEARS 2nd Edition • NEW EDITION

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Developing Baseline Communication Skills

Early Childhood Care and Education at the Margins

Catherine Delamain and Jill Spring Series: The Good Communication Pathway

African Perspectives on Birth to Three

This practical resource is designed to fit with baseline assessments in primary school. It seeks to address language and communication difficulties for children coming into reception class by offering games and activities suitable for four to five-year olds in nursery education, playgroups, reception classes and those attending speech language therapy clinics. There are 200 games and activities, graded into level of difficulty, for whole classes or smaller groups, with a key to indicate where each activity can be easily incorporated into the existing school curriculum. This second edition has been revised and updated throughout in line with current policy, practice and legislation. Routledge Market: Education September 2018: 297x210: 320pp Pb: 978-0-815-35492-5: £39.99 eBook: 978-1-351-13147-6 Prev. Ed Pb: 978-0-863-88481-8 * For full contents and more information, visit: www.routledge.com/9780815354925

Edited by Hasina Banu Ebrahim, University of South Africa, South Africa., Auma Okwany and Oumar Barry Series: Routledge Research in Early Childhood Education Early Childhood Care and Education at the Margins responds to the call for the field to be in dialogue with different perspectives that attempt to map concepts, debates and contemporary concerns. As a result, the book provides contextual accounts of early childhood care and education (ECCE) in Africa in order to build multiple perspectives on ECCE and to encourage responsive thought and actions. With contributions from a group of diverse African authors, the book presents a wide range of geographic, cultural and thematic positions. Chapters in the volume highlight the topics of poverty, early socialisation, care practices, gendered roles, service provision, policy and early intervention. Routledge Market: Education September 2018: 234x156: 248pp Hb: 978-0-815-39473-0: £115.00 eBook: 978-1-351-18515-8 * For full contents and more information, visit: www.routledge.com/9780815394730

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Developmental Dyslexia from Birth to Eight A Practitioner’s Guide

Early Childhood Education and Care for Sustainability

Carol Hayes

International Perspectives

Developmental Dyslexia from Birth to Eight takes a fresh approach to a condition which is often poorly understood and unjustly stigmatised. Illuminating the latest neurological advances in the field, this book will empower educational professionals to play a decisive role in supporting and encouraging children with dyslexia. With an overarching focus on the ways in which practitioners can advance children’s development and learning, chapters recognise the varying guises in which this information processing difference might present, and address the challenges that this creates for children and practitioners alike. Routledge Market: Education April 2018: 246x174: 218pp Hb: 978-0-415-78644-7: £105.00 Pb: 978-0-415-78649-2: £22.99 eBook: 978-1-315-21135-0 * For full contents and more information, visit: www.routledge.com/9780415786447

Edited by Valerie Huggins, University of Plymouth, UK and David Evans Series: TACTYC This innovative and timely book explores issues and concerns surrounding Education for Sustainable Development in early childhood, providing a range of perspectives on how we can live and promote more healthy, just and sustainable lives. It examines the professional responsibility of early years practitioners to embed sustainability into their everyday practice and to ensure that young children are acquiring the knowledge and skills they need to become effective agents of change, committed problem-solvers and system-thinkers. Routledge Market: Education / Early Years November 2017: 234x156: 166pp Hb: 978-1-138-23943-2: £105.00 Pb: 978-1-138-23944-9: £25.99 eBook: 978-1-315-29585-5 * For full contents and more information, visit: www.routledge.com/9781138239449

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Documentation and Inquiry in the Early Childhood Classroom

Early Childhood Education and Change in Diverse Cultural Contexts

Research Stories from Urban Centers and Schools

Edited by Chris Pascal, Centre for Research in Early Childhood, Birmingham, UK, Tony Bertram, Centre for Research in Early Childhood, Birmingham, UK and Marika Veisson, Tallinn University, Estonia Series: Routledge Research in Early Childhood Education

Linda R. Kroll, Mills College, USA and Daniel R. Meier, San Francisco State University, USA Documentation and Inquiry in the Early Childhood Classroom explores teacher inquiry, reflection, and research and the documentation of these processes within a variety of school sites and models. Compiling underrepresented inquiry stories from practicing teachers and administrators in early childhood (0-5) classrooms in the San Francisco Bay Area, this book highlights the power of the community in supporting professional development for early childhood educators and the education of young children. Important elements addressed include teacher learning, children’s curricula, parent and community communication, and equity and social justice for teachers, children, and families. Routledge Market: Education October 2017: 229 x 152: 280pp Hb: 978-1-138-20642-7: £120.00 Pb: 978-1-138-20643-4: £39.99 eBook: 978-1-315-46501-2 * For full contents and more information, visit: www.routledge.com/9781138206434

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Early Childhood Education and Change in Different Cultural Contexts examines how educational systems in different countries are responding to significant economic, social and political changes. Based on original and cutting-edge research and drawing upon diverse theoretical approaches, the book analyses new policies and pedagogical practices in a wide range of different cultural contexts, including Great Britain, the USA, Finland, Sweden, Iceland, Estonia, New Zealand, South Africa and Singapore. Focusing on early childhood policy, professionalism and pedagogy, the book stimulates debate and dialogue about how the st field is moving forward in the 21 century. Routledge Market: Education July 2018: 234x156: 256pp Hb: 978-1-138-30203-7: £105.00 eBook: 978-0-203-73205-2 * For full contents and more information, visit: www.routledge.com/9781138302037

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EARLY YEARS 2nd Edition • TEXTBOOK • NEW EDITION

3rd Edition • NEW EDITION

Early Childhood Studies

Essential Skills for Managers of Child-Centred Settings

Principles and Practice Jane Johnston, Lindy Nahmad-Williams, Ruby Oates and Val Wood This fully updated new edition offers a comprehensive, accessible, yet rigorous introduction to the study of Early Childhood that will will add value to any Early Childhood Studies course at both foundation and degree level. Addressing both care and education in the Early Years, the book considers a range of multi-disciplinary aspects of Early Childhood; including health, social, educational, psychological and sociological perspectives. This core introductory textbook is an indispensable resource for Early Years’ students and professionals, whatever their level of expertise or experience. Routledge Market: Education/Early Years February 2018: 246x174: 570pp Hb: 978-1-138-67440-0: £105.00 Pb: 978-1-138-67441-7: £32.99 eBook: 978-1-315-56131-8 Prev. Ed Hb: 978-1-138-13026-5 * For full contents and more information, visit: www.routledge.com/9781138674400

Shelly Newstead, UCL, UK and Emma Isles-Buck, Association of Playworkers, UK Balancing accessible theory and practical application from a wide range of settings, this book explains management theory and will help you to develop the skills you need to become a confident leader. Setting out the ten key skills needed to manage a successful setting, this third edition has been updated to include reflective activities, new case studies and guidance on working with parents and how to supervise staff. Full of practical advice, it shows you how to set clear aims and objectives, manage your time effectively, make decisions and impement change, build and develop a team and above all improve the service you offer to children. Routledge Market: Education/Early Years April 2018: 246x174: 128pp Hb: 978-1-138-20799-8: £90.00 Pb: 978-1-138-20800-1: £19.99 eBook: 978-1-315-46045-1 Prev. Ed Hb: 978-0-415-58553-8 * For full contents and more information, visit: www.routledge.com/9781138207998

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Eco-Education for Young Children Practical Approaches for Teaching 0–8-Year-Olds

Evidence-Based Learning and Teaching in Australian Classrooms

Ann Lewin-Benham

Edited by Melissa Barnes, Maria Gindidis and Sivanes Phillipson

Eco-Education for Young Children, written by one of the foremost thought leaders in early education, provides readers with a comprehensive overview of current environmental issues, as well as novel, authentic ways for young children to investigate the environment in and out of school. You will learn how emergent curriculum and Reggio-inspired practices impact eco-education; ways of effectively integrating environmental sciences in early education; techniques to generate passion for science; numerous classroom scenarios and activities for children, and how excited 0 to 8-year-olds feel as they grasp ideas about astronomy, geology, paleontology, and biology.

This book highlights classroom-based research in an Australian context by exploring evidence-based learning and teaching practices. Marrying theory and practice, it draws examples from early childhood, primary and secondary settings to provide a thorough overview of the key issues surrounding current learning and teaching practices. Each chapter presents a snapshot of classroom research, and together they explore a wide range of topics within education that form part of the vital knowledge and skills for current and future teachers. Rigorous yet accessible, this essential textbook provides students with the tools they need to take an evidence-based approach to learning and teaching.

Routledge Market: Education March 2018: 229 x 152: 252pp Hb: 978-1-138-70692-7: £120.00 Pb: 978-1-138-70693-4: £25.99 eBook: 978-1-315-20156-6 * For full contents and more information, visit: www.routledge.com/9781138706927

Routledge Market: Education/Schools September 2018: 246x174: 264pp Hb: 978-0-815-35571-7: £90.00 Pb: 978-0-815-35570-0: £24.99 eBook: 978-1-351-12936-7 * For full contents and more information, visit: www.routledge.com/9780815355717

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Engaging Young Children in Mathematical Routines

Evidence-Informed Practice in Early Years Education

Connecting Math with State Standards in Pre-K and Kindergarten

Achieving the best for children through effective professional learning

Edited by Jeanne White and Linda Dauksas

Sue Rogers, Institute of Education, University of London, UK and Chris Brown Series: Foundations and Futures of Education

Engaging Young Children in Mathematical Routines is a guide for teachers and childcare professionals working at the Pre-K and Kindergarten levels that focuses on engagement with state standards for mathematics such as the CCSS-M and more. You will learn how to support young children mathematically, use developmentally appropriate mathematical language, and integrate learning activities into your classroom that support mathematical content standards. Examples of literacy activities that connect with math are provided throughout the book, as well as learning activities that extend beyond the classroom. Routledge Market: Education August 2018: 229 x 152: 120pp Hb: 978-1-138-71032-0: £75.00 Pb: 978-1-138-71033-7: £16.99 eBook: 978-1-315-20073-6 * For full contents and more information, visit: www.routledge.com/9781138710320

The book is at the cutting edge of policy and practice development, bringing together in new and innovative ways two distinctive academic fields: early years education and research-use in practice. It captures the complexity and diversity of the early years sector, foregrounds the challenges it faces and suggests how expertise might be developed in the early years workforce in order to ensure positive outcomes for children through innovative approaches to professional learning. A ground-breaking and original contribution to the field, this book will be of interest to early years practitioners and leaders, research scholars, postgraduate students and education policy-makers. Routledge Market: Education October 2018: 234x156 Hb: 978-1-138-68430-0: £90.00 Pb: 978-1-138-68431-7: £29.99 eBook: 978-1-315-54399-4 * For full contents and more information, visit: www.routledge.com/9781138684300

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Expressive Arts and Design in the Early Years

Group Care for Infants, Toddlers, and Twos

Supporting young children’s creativity through art, design, music, dance and imaginative play

Edited by Deborah J. Norris, Kansas State University, USA and Diane Horm This volume extends the knowledge base supporting research-informed child care for infants and toddlers, while simultaneously highlighting areas of study ripe for future research. The authors demonstrate from a systems perspective, that the experiences and outcomes of very young children in child care are influenced by characteristics of and interactions between the children, adults, and settings. This book was originally published as a special issue of Early Education and Development.

Anni McTavish, Early Years and Creative Arts Consultant, UK Full of inspiring ideas for all those working in the early years, this book aims to develop practitioners' confidence and expertise in facilitating rich and enjoyable opportunities for the arts that support all aspects of children’s development. The book highlights the importance of the arts in children’s lives and promotes a child-led approach that builds on children’s own interests and stage of development. Covering all aspects of arts provision from the visual arts to dance, drama, music and imaginative play, the book offers practical tools for assessing the arts and design environment and includes full colour photographs and case studies of the arts in action. Routledge Market: Education / Early Years June 2018: 246x174: 160pp Hb: 978-0-415-70318-5: £100.00 Pb: 978-0-415-70319-2: £21.99 * For full contents and more information, visit: www.routledge.com/9780415703185

Routledge Market: Education February 2018: 246x174: 168pp Hb: 978-0-815-37326-1: £115.00 * For full contents and more information, visit: www.routledge.com/9780815373261

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Found in Translation

Health and Wellbeing in the Early Years

Connecting Reconceptualist Thinking with Early Childhood Education Practices

An introductory guide

Edited by Nicola Yelland, Flinders University, Australia and Dana Frantz Bentley, Buckingham Browne and Nichols School, Cambridge, Massachusetts, USA Series: Changing Images of Early Childhood Found in Translation: Connecting Reconceptualist Thinking with Early Childhood Education Practices highlights the relationships between reconceptualist theory and classroom practice. Each chapter in this edited collection considers a contemporary issue and explores its potential to disrupt the status quo and be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, gender, language, and social orientations to enable previously unimagined ways of being, thinking, and doing in contemporary times.

Sue Greenfield This new textbook offers an accessible introduction to health and wellbeing in the early years. It explores what is meant by physical, social, emotional, intellectual and spiritual wellbeing and explains its importance for young children especially in relation to their health and protection. . Routledge Market: Early Years October 2018: 246x174: 208pp Hb: 978-0-415-71755-7: £95.00 Pb: 978-0-415-71756-4: £24.99 eBook: 978-1-315-62718-2 * For full contents and more information, visit: www.routledge.com/9780415717557

Routledge Market: Education December 2017: 229 x 152: 188pp Hb: 978-1-138-05706-7: £120.00 Pb: 978-1-138-05707-4: £34.99 eBook: 978-1-315-16504-2 * For full contents and more information, visit: www.routledge.com/9781138057074

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Grit, Resilience, and Motivation in Early Childhood Practical Takeaways for Teachers

How to Develop Confident Mathematicians in the Early Years

Lisa B. Fiore, Lesley University, USA

Tony Cotton, Education Consultant, UK and Alice Hansen

Grit, Resilience, and Motivation in Early Childhood moves past current media buzz about grit, resilience, and motiviation as proverbial silver bullets, and provides early childhood educators with a clear explanation of how to promote the development of these positive characteristics in students through developmentally appropriate activities. Illustrated with samples of children’s work, caregiver and community resources, and real-life teacher behaviors, this highly practical resource will provide you with case studies and interactive examples throughout to more deeply explain the book content.

This book aims to help you to confidently support young children’s mathematical development. It provides a wide range of practical activities and suggestions for adult-child interaction clearly explaining the mathematics taking place and how this forms the foundation for further mathematics. There is also guidance on managing the transition to KS1 and a strong emphasis throughout on creating home links and working in partnership with parents. Covering all areas of mathematics and featuring links to the prime areas of development, this is essential reading for early years practitioners and students.

Routledge Market: Education August 2018: 229 x 152 Hb: 978-1-138-08576-3: £100.00 Pb: 978-1-138-08577-0: £22.99 eBook: 978-1-315-11122-3 * For full contents and more information, visit: www.routledge.com/9781138085763

Routledge Market: Education / Early Years June 2018: 246x174: 172pp Hb: 978-0-415-79279-0: £95.00 Pb: 978-0-415-79280-6: £19.99 eBook: 978-1-315-21139-8 * For full contents and more information, visit: www.routledge.com/9780415792790

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Inequalities in the Early Years

Investigating Emotional, Sensory and Social Learning in Early Years Practice

Edited by Bonnie Johnson and Yvonne Pratt Johnson Inequalities in the Early Years examines poverty’s effects on children and provides workable solutions for decreasing childhood inequalities through the formal education process. This powerful edited collection explores early childhood inequalities across eleven disciplines: earth sciences and geography, life sciences, physical sciences, technology, mathematics, religion, history, society and social institutions, business and economy, the arts, and sports and recreation, following Kipfer’s delineation of broad subject areas of knowledge. The volume reaches beyond the domain of education to include multiple perspectives from scholars in the aforementioned disciplines. Routledge Market: Education September 2018: 229 x 152 Hb: 978-1-138-08602-9: £100.00 Pb: 978-1-138-08603-6: £29.99 eBook: 978-1-315-11115-5 * For full contents and more information, visit: www.routledge.com/9781138086029

Sarah Cousins, University of Warwick, UK and Wendy Cunnah, formerly University of Bedfordshire, UK This book explores learning in the early years and emphasises the importance of learning in social contexts, through the senses and within close relationships. It moves away from the focus on ‘learning’ as the acquisition of knowledge, and instead emphasises the importance of personal, social and emotional development in early years education. Arguing that young children learn best when they are supported by reliable, engaged and attentive people who know them well, this book challenges readers to reflect on their own practice and think about how emotions play a part in young children’s learning and development. Routledge Market: Education / Early Years October 2017: 246x174: 128pp Hb: 978-1-138-64931-6: £105.00 Pb: 978-1-138-64935-4: £21.99 eBook: 978-1-315-62588-1 * For full contents and more information, visit: www.routledge.com/9781138649354

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Internationalizing Early Childhood Curriculum The Foundations of Global Competence

Literature and Philosophical Play in Early Childhood Education

Edited by Nancy Brown

A Humanities Based Approach to Research and Practice

Internationalizing Early Childhood Curriculum provides practical guidelines and a theoretical framework for internationalizing early childhood curriculum, empowering teachers and directors to internationalize their curriculums across the world in their own unique and culturally specific ways. The book is designed to include a theoretical rationale, stories of real classrooms, children, and teachers, suggested guidelines for the process of implementation, a discussion of the implications related to teacher education and professional development in a variety of school settings, and topics for further inquiry. Routledge Market: Education March 2018: 229 x 152: 192pp Hb: 978-1-138-28976-5: £90.00 Pb: 978-1-138-28977-2: £19.99 eBook: 978-1-351-97156-0 * For full contents and more information, visit: www.routledge.com/9781138289765

Viktor Johansson, Örebro University Series: New Directions in the Philosophy of Education This book explores the role of philosophy and the humanities in early childhood educational research and practice, and argues that research should attend to questions about learning, socialization and growth that concern social structures, individual development and the state of the learning soul. It demonstrates how we can think of educational practices in early childhood as artistic, poetic and philosophical, and exemplifies a humanities-based approach by giving literature and artful play a place in shaping the ground of practice and research. It explores a range of alternative approaches to theory in education and the feasibility of a curriculum of moral values for young children. Routledge Market: Education July 2018: 234x156: 160pp Hb: 978-0-815-37838-9: £105.00 eBook: 978-1-351-23255-5 * For full contents and more information, visit: www.routledge.com/9780815378389

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Introducing Trevarthen

Mathematics in Early Years Education

A Guide for Practitioners and Students in Early Years Education Sandra Smidt, Writer and consultant in early years education Series: Introducing Early Years Thinkers Colwyn Trevarthan’swork has earned him a place alongside the most prestigious researchers, thinkers and writers interested in the sociocultural examination of aspects of child development. This book explores the main influences on Trevarthen’s work and his views on aspects of human development that are often ignored or not yet explored in depth; primarily into how purposive the behaviour of the human infant is from birth. Part of the ‘Introducing Early Years Thinkers’ series Introducing Trevarthen will focus entirely on the earliest years of life; it will make his ideas accessible and applicable to a range of settings and will appeal to anyone working with very young children. Routledge Market: Education October 2017: 234x156: 136pp Hb: 978-1-138-22104-8: £90.00 Pb: 978-1-138-22105-5: £23.99 eBook: 978-1-315-41129-3 * For full contents and more information, visit: www.routledge.com/9781138221055

Ann Montague-Smith, Education writer, UK, Tony Cotton, Leeds Metropolitan University, UK, Alice Hansen, Educational consultant and Alison J. Price This fourth edition has been fully updated to include the latest debates around ICT, teacher-led and child-led activities, misconceptions and assessment and provides a complete introduction to mathematics in the early years. Covering all areas of mathematics, it provides a wide range of practical activities and guidance on how to support young children’s mathematical development. There is also guidance on managing the transition to KS1 and a strong emphasis throughout on creating home links and working in partnership with parents. This will be an essential text for any Early Years practitioner looking to make mathematics interesting, exciting and engaging in their classroom. Routledge Market: Education/Early Years October 2017: 246x174: 274pp Hb: 978-1-138-63192-2: £105.00 Pb: 978-1-138-73112-7: £25.99 eBook: 978-1-315-18910-9 Prev. Ed Pb: 978-0-415-67469-0 * For full contents and more information, visit: www.routledge.com/9781138731127

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Meaning Making in Early Childhood Research

Observation in the Early Years

Pedagogies and the Personal

Perspectives and case studies

Edited by Jeanne Marie Iorio, Victoria University, Australia and Will Parnell, Portland State University, USA Series edited by Nicola Yelland Series: Changing Images of Early Childhood Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning-making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning-making based on the experiences of young children, their families, and educators.

Barbara Isaacs and Daniel Isaacs, Montessori International, UK This book offers a practical guide to using observations to learn about young children, as well as a means of assessing their learning. It explores diverse approaches to interpretations of observations, including the parents’ perspective, and gives practitioners opportunities to consider possible lines of development. The book includes three case studies of young children, each comprising of five observations of the child in diverse early years environments, allowing students, parents and practitioners to reflect on observations and discover the tremendous potential which lies within each child. Routledge Market: EARLY YEARS EDUCATION June 2018: 246x174: 208pp Hb: 978-1-138-95529-5: £90.00 Pb: 978-1-138-95531-8: £22.99 eBook: 978-1-315-66646-4 * For full contents and more information, visit: www.routledge.com/9781138955295

Routledge Market: Education December 2017: 229 x 152: 184pp Hb: 978-1-138-23851-0: £120.00 Pb: 978-1-138-23852-7: £36.99 eBook: 978-1-315-29737-8 * For full contents and more information, visit: www.routledge.com/9781138238527

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4th Edition • TEXTBOOK • NEW EDITION

Natural Water Activities for the Early Years

Outdoor Learning in the Early Years

Enhancing and supporting learning

Management and Innovation

Judit Horvath, Manager of Olympus KeyMed Day Nursery

Helen Bilton, University of Reading, UK

This book will inspire practitioners to think creatively about providing rich play situations for young children in natural water environments. Drawing on the Water School approach, it explains how experiences with natural water can enhance and support children’s learning. Activities are presented season-by-season, with activities for different age groups and all wetland environments, such as coastlines, rivers and lakes. Providing guidance on planning, practical examples, case studies and links to the curriculum, this book will be invaluable for practitioners to educate young children in natural water environments throughout the year.

Offering a complete guide to creating effective outdoor environments this book covers every aspect of outdoor learning and fully explains the importance of outdoor play to children’s development. This fourth edition has been thoroughly updated and features new chapters on inclusion and the under threes and extra material on developing children’s communication, literacy and mathematic skills, gender and working with parents. Including links to the revised EYFS, discussion questions, practical examples to bring the theory to life and a multitude of ideas and activities for working outdoors, this is the definitive textbook on outdoor learning for all early years students and practitioners.

Routledge Market: Education / Early Years April 2018: 246x174: 192pp Hb: 978-1-138-18866-2: £90.00 Pb: 978-1-138-18867-9: £22.99 eBook: 978-1-315-64217-8 * For full contents and more information, visit: www.routledge.com/9781138188662

Routledge Market: Education/Early Years June 2018: 246x174: 256pp Hb: 978-1-138-84051-5: £90.00 Pb: 978-1-138-84052-2: £21.99 eBook: 978-1-315-73282-4 Prev. Ed Hb: 978-0-415-56759-6 * For full contents and more information, visit: www.routledge.com/9781138840515

3rd Edition • NEW EDITION

TEXTBOOK • READER

Nature and Young Children

Pedagogies for Children's Perspectives

Encouraging Creative Play and Learning in Natural Environments

Edited by Laurie Kocher and Catherine Patterson Series: Thinking About Pedagogy in Early Childhood Education

Ruth Wilson, Early childhood writer, USA Now in its third edition, this essential guide promotes the holistic development of children by connecting them with nature. It offers advice on how to set up indoor and outdoor nature play spaces as well as encouraging environmentally responsible attitudes, values and behaviour in your early childhood setting. With brand new material on sustainability education, Froebel and nature, children living in urban environments, and much more, this highly accessible book will provide all early years practitioners, teachers and students with a wealth of ideas on how to foster creative play and learning in nature-focused environments while also promoting positive connections with nature. Routledge Market: Education April 2018: 234x156: 146pp Hb: 978-1-138-55330-9: £105.00 Pb: 978-1-138-55334-7: £22.99 eBook: 978-1-315-14853-3 Prev. Ed Hb: 978-0-415-52673-9 * For full contents and more information, visit: www.routledge.com/9781138553309

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This text presents the multiple approaches for recognising, respecting and building on young children’s perspectives in group settings. By drawing on diverse physical and cultural contexts this text will help students widen their professional knowledge by critically interrogating this theme via four interconnected strands: being alongside children, the influence of those who educate children, exploring the value of embedding professional practice within families and communities, and the merits and constraints of working with educational systems. It will enhance student understanding, engage them in self-directed learning, provoke and transform thinking, and underpin higher order learning. Routledge Market: Education November 2018: 234x156: 186pp Hb: 978-1-138-57746-6: £105.00 Pb: 978-1-138-57747-3: £24.99 eBook: 978-1-351-26684-0 * For full contents and more information, visit: www.routledge.com/9781138577466

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Places for Two-year-olds in the Early Years

Rethinking Early Literacies

Supporting Learning and Development

Reading and Rewriting Worlds

Edited by Jan Georgeson, Plymouth Institute of Education, Plymouth University, UK. and Verity Campbell-Barr, Plymouth Institute of Education, Plymouth University, UK. Series: TACTYC

Mariana Souto-Manning, Teachers College, Columbia University, USA and Haeny S. Yoon, Teachers College, Columbia University, USA Series: Changing Images of Early Childhood

Grounded in recent research on the challenges with working with two-year-olds, this book explores how two-year-olds are presented in both policy and practice, and discusses why working with this age group is both exciting and rewarding. Through developing the readers’ theoretical understanding of child development, high quality provision and pedagogical practices, this book also explores practical solutions to working with two-year-olds and their families, conducive environments, professional development and the challenges of working with other agencies.

Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play.

Routledge Market: Education / Early Years December 2017: 234x156: 154pp Hb: 978-1-138-18528-9: £105.00 Pb: 978-1-138-18529-6: £25.99 eBook: 978-1-315-64458-5 * For full contents and more information, visit: www.routledge.com/9781138185296

Routledge Market: Education January 2018: 229 x 152: 248pp Hb: 978-1-138-12139-3: £120.00 Pb: 978-1-138-12141-6: £30.99 eBook: 978-1-315-65097-5 * For full contents and more information, visit: www.routledge.com/9781138121393

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2nd Edition • TEXTBOOK • READER

Ready to Learn

Safeguarding and Protecting Children in the Early Years

Creating Effective, Educational Children’s Media Shelley Pasnik

Edited by Steven Burton, University of Huddersfield, UK and James Reid

Ready to Learn describes how educational media (games, apps, websites, broadcast, video-on- demand, e-books, etc.) have and are continuing to play a role in addressing the larger challenges facing the education community today. Based on years of meaninful data from the PBS Kids Lab Ready to Learn initiative, chapters explore how to develop engaging, accurate, and developmentally appropriate content for different ages and learning styles. A concluding chapter explores emerging technological possibilities—family-created content, wearables, augmented reality—and how they might address children’s, families’ and communities’ needs in the future. Routledge Market: Education July 2018: 229 x 152 Hb: 978-1-138-57258-4: £120.00 Pb: 978-1-138-57260-7: £26.99 eBook: 978-0-203-70197-3 * For full contents and more information, visit: www.routledge.com/9781138572584

This second edition provides a comprehensive guide to safeguarding and child protection in the early years. Aimed at both students and practitioners, it offers clear insight and guidance into the legal and policy foundations for effective safeguarding practice, together with both the historical context and also more contemporary developments in safeguarding practice in the early years sector. This new edition has been fully updated to reflect current legislation and includes new material on interagency work, supporting children’s resilience and safeguarding all children. Routledge Market: Education / Early Years October 2017: 246x174: 246pp Hb: 978-1-138-67739-5: £95.00 Pb: 978-1-138-67740-1: £22.99 eBook: 978-1-315-55955-1 Prev. Ed Pb: 978-0-415-52750-7 * For full contents and more information, visit: www.routledge.com/9781138677401

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Research in Young Children's Literacy and Language Development

Supporting Abused and Neglected Children in the Early Years

Language and literacy development for different populations

Practice, policy and provision

Edited by Olivia N. Saracho, University of Maryland, USA

Sue Soan Series: TACTYC

This book presents a series of studies, and researchers’ ideas, that describe how children acquire language and literacy and how their knowledge in language and literacy progress from infancy through the preschool years and to the early years of school. Based on the results of the studies, all authors offer research and practical applications in early childhood education. Readers can use this book as a starting point to conduct future studies that contribute to theory, while practitioners can use the studies’ results to promote and support the children’s language and literacy in their classrooms. This book was originally published as a special issue of Early Child Development and Care. Routledge Market: Early Years Education / Language Development March 2018: 246x174: 500pp Hb: 978-1-138-09109-2: £105.00 * For full contents and more information, visit: www.routledge.com/9781138091092

This book provides early years practitioners and students with the theoretical and research knowledge necessary to help them respond and support children who have experienced abuse or neglect. It will assist them in planning appropriate intervention and learning opportunities for young children who have had these experiences to develop their resilience. Based on findings from a TACTYC research study, the book looks at emotional development and mental health, as well as speech, language and communication development. It covers professional working practices as well as the role of policy. Routledge Market: Education / Early Years March 2018: 246x174: 192pp Hb: 978-1-138-63829-7: £90.00 Pb: 978-1-138-63830-3: £25.99 eBook: 978-1-315-63786-0 * For full contents and more information, visit: www.routledge.com/9781138638297

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EARLY YEARS 2nd Edition • NEW EDITION

2nd Edition • NEW EDITION

Supporting Boys’ Writing in the Early Years

The Outdoor Classroom in Practice, Ages 3–7

Becoming a writer in leaps and bounds

A month-by-month guide to forest school provision

Julie Cigman, Early Years teacher, trainer and consultant

Karen Constable, Teacher, Mark First School, UK

This second edition of Supporting Boys’ Writing in the Early Years shows you how you can help boys to become confident and capable writers by supporting them to write in ways that make sense to them – on the move, outside and inside, in dens, in bushes, in mud, or sprawled on the floor dressed as superheroes. With brand new examples and case studies from a range of recent projects, as well as an expanded exploration of EAL and culturally diverse writing, the book reveals that a playful, child-centred approach can allow boys and girls to develop a writers’ voice and raise attainment in writing and enhance all aspects of young children’s development.

This book offers guidance on how the outdoors can be used to teach and challenge children across a range of settings by drawing on Forest School practice. Following a month-by-month format, it explores theme related play experiences, planning, evaluations of how the ideas described were carried out and what impact they had on the children. With all-new photographs, this fully updated edition covers both early years and KS1 and provides detailed information on the role of the adult, the environment, planning and using children’s interests to guide learning and development. Written by a leading authority in the field, it aims to help practitioners to make the most of the outdoor environment.

Routledge Market: Education / Early Years October 2018: 234x156: 150pp Hb: 978-1-138-56217-2: £105.00 Pb: 978-1-138-56218-9: £18.99 eBook: 978-0-203-71000-5 * For full contents and more information, visit: www.routledge.com/9781138562172

Routledge Market: Education / Early Years September 2018: 297x210: 138pp Hb: 978-1-138-31008-7: £100.00 Pb: 978-1-138-31010-0: £24.99 eBook: 978-1-315-14360-6 * For full contents and more information, visit: www.routledge.com/9781138310087

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Taking a Learner-Centred Approach to Music Education

The Philosophy and Practice of Outstanding Early Years Provision

Pedagogical Pathways

Edited by Pat Beckley, Bishop Grosseteste University, UK

Laura Huhtinen-Hildén, Helsinki Metropolia University of Applied Sciences, Finland. and Jessica Pitt, Centre for Research in Early Childhood (CREC), Birmingham City University, UK

This guide provides the philosophical and theoretical foundations for outstanding Early Years practice. With contributions from a group of leading Early Years professionals, it draws on their range of backgrounds and expertise to support reflection and deepen understandings of the rationale that underpins Early Years practice. Divided into 4 sections, this book covers key issues such as: the philosophy of education, diversity, creativity and health and wellbeing. Philosophy in Education will be essential reading for all students and practitioners who wish to improve their practice by gaining insight into the philosophical foundations behind outstanding provision.

Adopting a fresh approach to the assumptions and concepts which underlie musical learning, Taking a Learner-centred Approach to Music Education provides comprehensive guidance on professional and pedagogical aspects of learner-centred practice, to offer a pedagogy which is at once informed by theoretical understandings, and is underpinned by experience, practical examples and self-reflection. Initial chapters explore the theoretical dimensions of learner-centred music education, touching on aspects including collaborative learning, the learning environment and pedagogical sensitivity. Latter chapters delve deeper into the practical application of these teaching strategies and methods. Routledge Market: Education May 2018: 234x156: 220pp Hb: 978-1-138-69559-7: £105.00 Pb: 978-1-138-69562-7: £29.99 eBook: 978-1-315-52653-9 * For full contents and more information, visit: www.routledge.com/9781138695597

Routledge Market: Education June 2018: 246x174: 192pp Hb: 978-1-138-63532-6: £90.00 Pb: 978-1-138-63533-3: £19.99 eBook: 978-1-315-20643-1 * For full contents and more information, visit: www.routledge.com/9781138635326

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The Emotional Needs of Young Children

The Voice of the Child

Understanding emotional development in the early years

How to Listen Effectively to Young Children

Patricia Johnson, Formerly Buckinghamshire New University, UK

Julia Maria Gouldsboro, Early Years Consultant, UK

This book focuses on the emotional needs, the experiences and development of children from conception to five. It explores children’s right to feel loved and develop secure attachments in relation to neuro-scientific research, attachment and health and wellbeing and examines the responsibilities of early years practitioners in ensuring that children reach their full potential. Throughout, the reader is encouraged to reflect on their own practical experiences and difficult situations to provoke a deeper understanding of children’s emotional needs. Each chapter is supported by case studies, provocations and ideas to help improve future practice and outcomes for children.

If we want children to be successful, confident, independent learners, we need to relearn the skill of truly listening. The Voice of the Child builds on a number of theories which recognise the importance of interacting with, and listening, to the children in our care, and demonstrates how these can be put into practice. The book addresses each phase of a child’s development, and explains how communication skills can be used to support individual children’s specific needs. Chapters offer practical tips and strategies to help early years practitioners to encourage and enhance the development of a child’s speech and language skills.

Routledge Market: Education / Early Years April 2018: 246x174: 176pp Hb: 978-1-138-22884-9: £95.00 Pb: 978-1-138-22885-6: £19.99 eBook: 978-1-315-39150-2 * For full contents and more information, visit: www.routledge.com/9781138228849

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Routledge Market: Education October 2017: 246x174: 124pp Hb: 978-1-138-63616-3: £105.00 Pb: 978-1-138-63617-0: £19.99 eBook: 978-1-315-20614-1 * For full contents and more information, visit: www.routledge.com/9781138636170

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2nd Edition • NEW EDITION

Trauma Informed Practices for Early Childhood Educators

Word Sorts and More, Second Edition

Relationship-Based Approaches Julie Nicholson, Linda Perez and Julie Kurtz Trauma Informed Practices for Early Childhood Educators guides child care providers and early educators working with infants, toddlers, and preschool aged children to understand trauma, its impact on young children’s learning and development, and the range of trauma informed practices they can use in their early childhood programs to create strength-based environments that support children’s health, healing, and well-being. The book also explains how trauma informed practices can be integrated within workforce development and the wide range of quality rating and improvement initiatives transforming the early childhood field. Routledge Market: Education September 2018: 229 x 152 Hb: 978-1-138-30638-7: £120.00 Pb: 978-1-138-30639-4: £26.99 eBook: 978-1-315-14175-6 * For full contents and more information, visit: www.routledge.com/9781138306387

Sound, Pattern, and Meaning Explorations K-3 Kathy Ganske Series: Solving Problems in the Teaching of Literacy More than 30,000 teachers have used this skillfully crafted book to build children's word knowledge with engaging categorization activities organized by spelling stages. Featuring rich classroom examples, the revised and expanded second edition gives increased attention to teaching English learners (ELs), among other enhancements. In a large-size format for easy photocopying, the volume includes over 200 reproducible word, picture, and letter sorts, plus additional reproducible forms and activities in the appendices. Purchasers get access to a companion website where they can download and print the reproducible appendix materials. Guilford Press Market: Education March 2018: 486pp Hb: 978-1-462-53334-3: £62.99 Pb: 978-1-462-53333-6: £29.99 Prev. Ed Pb: 978-1-593-85050-0 * For full contents and more information, visit: www.guilfordpress.co.uk/9781462533336

2nd Edition • NEW EDITION

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Understanding Transitions in the Early Years

Young Children’s Experimental Cookery

Supporting Change through Attachment and Resilience Anne O'Connor, Early Years Consultant, UK Featuring new material on provision for two year olds, school readiness and a new chapter on families and transitions, this book explains why transitions matter and provides practical guidance on how to support young children’s developing emotional resilience and equip them to embrace change. Drawing together key research on neuroscientific evidence, attachment theory, child development and childcare practices it helps practitioners understand the impact of change and transition on children and families. With case studies, examples of good practice and questions for reflection, it offers essential guidance and strategies for helping children feel secure and confident when faced with change. Routledge Market: Education/Early Years October 2017: 246x174: 166pp Hb: 978-1-138-67813-2: £95.00 Pb: 978-1-138-67814-9: £21.99 eBook: 978-1-315-55910-0 Prev. Ed Pb: 978-0-415-59858-3 * For full contents and more information, visit: www.routledge.com/9781138678149

Elizabeth Carruthers, Redcliffe Nursery School and Children's Centre, Bristol, UK, Carole Keane, Redcliffe Nursery School and Children's Centre, Bristol, UK and Jo Ingleby, Redcliffe Nursery School and Children's Centre, Bristol, UK Young Children’s Experimental Cookery encourages Early Years practitioners and teachers to take an innovative and creative approach to introducing young children to food and cooking. The book addresses issues such as healthy eating and food preparation skills, but also moves beyond the concept of traditional cookery lessons to celebrate food as a creative medium, offering immense scope for multi-sensory exploration and a variety of high quality learning experiences. Practitioners are encouraged to afford children the freedom to chop, mix, stir and concoct their own creations, exploring fresh ingredients and experimenting with new tastes and smells. Routledge Market: Education December 2017: 297x210: 62pp Hb: 978-1-138-73184-4: £105.00 Pb: 978-1-138-73190-5: £19.99 eBook: 978-1-315-18878-2 * For full contents and more information, visit: www.routledge.com/9781138731905

TEXTBOOK • READER

Using ICT to Develop Language and Extend Thinking in the Early Years Alex Morgan, University of Swansea, UK, Maria Kyriacou, University of Swansea, UK and John Siraj-Blatchford, University of Swansea, UK This timely new book draws on recent research to provide guidance, support, and examples of good practice for all those working with young children on how technology can be used to stimulate language, collaboration, independence and creative play in young children. Written by leading experts in the field, the book looks at the role of television, graphics, programmable toys, adventure games and virtual learning environments in early years settings and suggests practical activities and approaches to extend children’s thinking and develop their vocabulary. Routledge Market: Education / Early Years December 2018: 246x174: 160pp Hb: 978-0-415-50066-1: £90.00 Pb: 978-0-415-50067-8: £21.99 eBook: 978-0-203-13393-4 * For full contents and more information, visit: www.routledge.com/9780415500661

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A Different Way to be White

Cultivating a Data Culture in Higher Education

Becoming Anti-Racist Teachers and Teacher Educators

Edited by Kristina Powers, Bridgepoint Education, USA and Angela E. Henderson, Stetson University, USA

Taharee Jackson Teacher preparation programs continue to certify a predominantly white teaching force, even as students are rapidly diversifying. As a response, A Different Way to be White explores the most salient personal and pedagogical factors that produce critically-conscious, antiracist educators. By tracing the narratives of early-career teachers and seasoned scholar-activists, this book examines the beliefs and life experiences of educators who are dedicated to racial equity. Through interrogation of their allied counterstories, A Different Way to be White reveals the complexity, contradiction, and potential of encouraging white educators to take up the struggle for social justice. Routledge Market: Education July 2018: 224pp Hb: 978-0-815-37501-2: £125.00 Pb: 978-0-815-37502-9: £35.99 eBook: 978-1-351-24097-0 * For full contents and more information, visit: www.routledge.com/9780815375012

To meet the growing demand by legislators, accreditors, consumers, tax payers, and parents for evidence of successful outcomes, this important book provides higher education leaders and practitioners with actionable strategies for developing a comprehensive data culture throughout the entire institution. Exploring key considerations necessary for the development of an effective data culture in colleges and university, this volume brings together diverse voices and perspectives, including institutional researchers, senior academic leaders, and faculty. Routledge Market: Education July 2018: 229 x 152: 224pp Hb: 978-1-138-04679-5: £90.00 Pb: 978-1-138-04680-1: £21.99 eBook: 978-1-315-17132-6 * For full contents and more information, visit: www.routledge.com/9781138046795

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Assessing Student Learning Outcomes in Higher Education

Developing Evaluative Judgement in Higher Education

Edited by Hamish Coates, University of Melbourne, Australia, Olga Zlatkin-Troitschanskaia, Johannes Gutenberg University Mainz, Germany and Hans Anand Pant, Humboldt-Universität, Berlin, Germany Producing information on what students know and can do is critical to higher education practitioners and future social prosperity. Spanning a range of developments, the book presents methodological insights, highlights research challenges, and the progress made. It was published as a special issue of Assessment & Evaluation in Higher Education.

Assessment for Knowing and Producing Quality Work Edited by David Boud, Deakin University, Australia, Rola Ajjawi, Deakin University, Australia, Phillip Dawson, Deakin University, Australia and Joanna Tai A key skill to be mastered by graduates today is the ability to assess the quality of their own work, and the work of others. This book demonstrates how the higher education system might move away from a culture of grades and rigid marking schemes, to instead focus on forms of feedback and assessment which develop the critical skills of its students. Bringing together evidence and practice design from a range of disciplines, this book demystifies the concept of evaluative judgement and shows how it might be integrated in a range of pedagogical contexts, and showcases strategies including peer learning, self-regulated learning, self-assessment and the use of technologies.

Routledge Market: Education November 2017: 246x174: 152pp Hb: 978-0-815-36587-7: £115.00 * For full contents and more information, visit: www.routledge.com/9780815365877

Routledge Market: Education/Assessment May 2018: 234x156: 220pp Hb: 978-1-138-08934-1: £105.00 Pb: 978-1-138-08935-8: £27.99 eBook: 978-1-315-10925-1 * For full contents and more information, visit: www.routledge.com/9781138089341

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College Curriculum at the Crossroads

Dimensions and Emerging Themes in Teaching Practicum

Women of Color Reflect and Resist Edited by Kirsten T. Edwards, University of Oklahoma, USA and Maria del Guadalupe Davidson, University of Oklahoma, USA Series: Critical Social Thought College Curriculum at the Crossroads explores the ways in which college curriculum is complicated, informed, understood, resisted, and enriched by women of color. This text challenges the canon of curriculum development which foregrounds the experiences of white people, men and other dominant subject positions. By drawing on Black, Latina, Queer, and Transnational feminism, the text disrupts hegemonic curricular practices in post-secondary education. This collection is relevant to current conversation within higher education, which looks to curriculum to aid in the development of a more tolerant and just citizenry. Routledge Market: Education December 2017: 229 x 152: 188pp Hb: 978-1-138-72099-2: £120.00 Pb: 978-1-138-72100-5: £38.99 eBook: 978-1-315-19475-2 * For full contents and more information, visit: www.routledge.com/9781138721005

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e-Inspection

A Global Perspective Edited by Melek Cakmak and Muge Gunduz Series: Routledge Research in Teacher Education This unique book aims to establish a forum to identify the characteristics of good practices of teaching practicum and to debate key dimensions and emerging themes in the field. The book takes a closer look at practicum from various dimensions and aims to obtain a deeper understanding of how the practicum is perceived and whether the various stakeholders in the practicum triad – comprising the university based teacher educators, pre-service teachers and school-based mentor teachers – in the same context share a common view. The book provides opportunities for personal and professional growth for teacher candidates and an increased familiarity with international employment settings. Routledge Market: Education September 2018: 234x156: 186pp Hb: 978-0-815-38168-6: £105.00 eBook: 978-1-351-20988-5 * For full contents and more information, visit: www.routledge.com/9780815381686

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Comparative Perspectives on Early School Leaving in the European Union

Education in a Federal UK

Edited by Lore Van Praag, University of Antwerp, Belgium, Ward Nouwen, University of Antwerp, Belgium, Rut Van Caudenberg, University of Antwerp, Belgium, Noel Clycq, University of Antwerp, Belgium and Christiane Timmerman, University of Antwerp, Belgium Series: Routledge Research in International and Comparative Education Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education. The comparative approach employed by this volume adds to the existing body of knowledge on ESL and develops an understanding of how young people navigate through different educational systems. Routledge Market: Education/Psychology April 2018: 234x156: 272pp Hb: 978-1-138-04807-2: £115.00 eBook: 978-1-315-17040-4 * For full contents and more information, visit: www.routledge.com/9781138048072

Edited by John Furlong and Ingrid Lunt Britain’s two recent referenda - on Brexit (2016) and on Scottish independence (2014) - have raised in the public mind fundamental questions about the future of the UK. The aim of this volume is to try and capture the current state of educational policy and practice across the whole of UK. This volume was originally published as a special issue of Oxford Review of Education.

Routledge Market: Education February 2018: 246x174: 138pp Hb: 978-0-815-37314-8: £115.00 * For full contents and more information, visit: www.routledge.com/9780815373148

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Education by the Numbers and the Making of Society

Education Policy for the Promotion of Trilingual Education at Primary Level

The Expertise of International Assessments

A comparative analysis of Ireland and Catalonia

Edited by Sverker Lindblad, Daniel Pettersson and Thomas S. Popkewitz, University of Wisconsin-Madison, USA

Elena Prats Porcar, Kyoto University, Japan Series: Routledge Research in Language Education

International statistical comparisons of nations have become commonplace in the contemporary landscape of education policy and social science. This book engages the emergence of these international comparisons as a particular style of reasoning about education, society, and science. It examines how international educational assessments have come to dominate much of contemporary policymaking concerning school system performance, and explores the social and cultural principles embodied in them as "rationales" to shape and fashion what is possible to rectify social issues.

This book provides a comprehensive analysis of language policy development in Ireland for the inclusion of three languages in the Primary School Curriculum. Using a comparative study of Ireland and Catalonia, chapters provide a theoretical examination of issues related to cognitive language acquisition and European policy regarding language status and use, along with empirical studies of teacher attitudes to early trilingual education. The book draws from psycholinguistics and sociolinguistics to situate the study within a broader context of European multilingualism and language learning, offering evidence-based directions for social planning issues that affect communities internationally.

Routledge Market: Educational Assessments/Educational Policy April 2018: 229 x 152: 248pp Hb: 978-1-138-29582-7: £105.00 Pb: 978-1-138-29583-4: £35.99 eBook: 978-1-315-10043-2 * For full contents and more information, visit: www.routledge.com/9781138295827

Routledge Market: Education June 2018: 234x156 Hb: 978-1-138-96294-1: £95.00 eBook: 978-1-315-65909-1 * For full contents and more information, visit: www.routledge.com/9781138962941

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TEXTBOOK • READER

Education for Sustainable Development in the Postcolonial World

Educational Change and the Political Process

A transformative agenda Leon Tikly, University of Bristol, UK Series: 500 Tips Education for sustainable development (ESD) is at the heart of global development agendas and aims to ensure inclusive, equitable quality education and to promote life-long learning opportunities for all in order to achieve economic and social sustainable development. The focus of the book is on the African continent and makes the case that ESD needs to be relevant to the African context, inclusive in addressing inequalities, democratic in encouraging debate and contributing to global citizenship and embedded in education systems that are sustainable and linked to sustainable development priorities. It draws on a wealth of research evidence and examples to illustrate key points. Routledge Market: Higher Education October 2018: 234x156: 224pp Hb: 978-0-415-79294-3: £95.00 Pb: 978-0-415-79296-7: £29.99 eBook: 978-1-315-21134-3 * For full contents and more information, visit: www.routledge.com/9780415792943

Dana L. Mitra Educational Change and the Political Process brings together key ideas on both the system of educational policy and the policy process in the United States to help students establish a broad, methodical understanding of educational policy. No other textbook offers as comprehensive a view of the U.S. educational policy procedure and political systems.

Routledge Market: Education December 2017: 254 x 178: 202pp Hb: 978-1-138-69273-2: £90.00 Pb: 978-1-138-69274-9: £36.99 eBook: 978-1-315-53177-9 * For full contents and more information, visit: www.routledge.com/9781138692749

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Educational Policy Goes to School

English Language Arts

Case Studies on the Limitations and Possibilities of Educational Innovation

A Critical Introduction

Edited by Gilberto Q. Conchas, University of California at Irvine, USA, Michael Gottfried, Briana M. Hinga and Leticia Oseguera Series: Routledge Research in Educational Equality and Diversity Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfire—and often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies don’t work, have unintended consequences, and when policies help. Exploring the roots of school inequality and examining often-ignored negative policy outcomes, contributors illuminate the causes and consequences of poor policymaking decisions and demonstrate how policies can backfire, fail, or have unintended success.

Julie Gorlewski, SUNY New Paltz Series: Critical Introductions in Education English Language Arts offers both undergraduates and starting-graduate students in education an introduction to the connections that exist between language arts and a critical orientation to education. Applying critical and theoretical perspectives to teaching English language arts, Julie Gorlewski considers how meanings are made in intersecting spaces of learners, teachers, and texts. The book also reveals both the inherently political nature of teaching and the essential possibilities of transformation that exist in the praxis of theory and practice. Routledge Market: Education May 2018: 130pp Hb: 978-1-138-72112-8: £95.00 Pb: 978-1-138-72114-2: £24.99 eBook: 978-1-315-19469-1 * For full contents and more information, visit: www.routledge.com/9781138721128

Routledge Market: Education October 2017: 229 x 152: 280pp Hb: 978-1-138-67875-0: £105.00 eBook: 978-1-315-55872-1 * For full contents and more information, visit: www.routledge.com/9781138678750

4 Volume Set

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Elites in Education

Environmental and Sustainability Education Policy

Edited by Agnes Van Zanten, Observatoire Sociologique du Changement at Sciences Po, Paris Series: Major Themes in Education The sociopolitical, and cultural, implications of elite education are complex and controversial. Indeed, for some proponents of social justice, the existence of selective and prestigious schools and colleges raises troubling questions. Perhaps unsurprisingly, then, one of the most publicized and contested areas of research focuses on the education of elites, and the institutional and power structures which such groups reinforce and reproduce. This new 4 volume collection, answering the need for an authoritative reference work to make sense of this disputatious body of thought, brings together foundational articles and the very best cutting-edge contributions. Routledge Market: Elites in Education April 2018: 234x156: 1712pp Hb: 978-1-138-82721-9: £800.00 * For full contents and more information, visit: www.routledge.com/9781138827219

International Trends, Priorities and Challenges Edited by Katrien Van Poeck, University of Gent, Belgium, Jonas A. Lysgaard, Aarhus University, Denmark and Alan Reid, Monash University, Australia This collection invites readers to rethink key challenges in environmental and sustainability education (ESE) policy through the lenses of problem-posing and solution-oriented research, alongside the changing roles of research and researchers in ESE policy. This book is based on a special issue of Environmental Education Research.

Routledge Market: Education Studies / Environmental Education December 2017: 246x174: 302pp Hb: 978-1-138-30174-0: £105.00 * For full contents and more information, visit: www.routledge.com/9781138301740

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Emigration, Employability and Higher Education in the Philippines

Ideological, Cultural, and Linguistic Roots of Educational Reforms to Address the Ecological Crisis

Yasmin Y. Ortiga, Nanyang Technological University, Singapore Series: Routledge Critical Studies in Asian Education

The Selected Works of C.A. (Chet) Bowers

As more developing nations turn to migration as a development strategy, colleges and universities face increasing pressures to produce future migrant workers who will have an advantage over other nationalities. This book emphasizes the importance of understanding how this global phenomenon affects colleges and universities, as well as the teachers and students within these institutions. This book raises important questions on the role of universities in today’s global economy and the effects of contemporary migration flows on developing countries like the Philippines.

In this volume C.A. (Chet) Bowers, whose pioneering work on education and environmental and sustainability issues is widely recognized and respected around the world, brings together a carefully curated selection of his seminal work on the ideological, cultural, and linguistic roots of the ecological crisis; misconceptions underlying modern consciousness; the cultural commons; a critique of technology; and educational reforms to address these pressing concerns.

Routledge Market: Education December 2017: 234x156: 134pp Hb: 978-1-138-29082-2: £115.00 eBook: 978-1-315-26596-4 * For full contents and more information, visit: www.routledge.com/9781138290822

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C. A. Bowers Series: World Library of Educationalists

Routledge Market: Sustainability Education/Environmental Crisis/Education Reform May 2018: 229 x 152: 272pp Hb: 978-1-138-72262-0: £105.00 eBook: 978-1-315-19340-3 * For full contents and more information, visit: www.routledge.com/9781138722620

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Innovations as Symbols in Higher Education

Migration, Religion, and Schooling in Liberal Democratic States

J. David Johnson Series: Routledge Research in Education Examining the role of symbolic innovations in higher education institutions, this book distinguishes between the real, material changes universities undergo and the ways universities present them and symbolic changes to outside and internal stakeholders. By defining symbolic innovations and their general role in organizations, this book provides a thorough view of innovations in university contexts and the underlying factors that motivate and generate them. This volume addresses ethical concerns about the impact of symbolic innovations and how they relate to traditional and current views of academic leadership. Routledge Market: Education January 2018: 229 x 152: 184pp Hb: 978-1-138-03904-9: £105.00 eBook: 978-1-315-17617-8 * For full contents and more information, visit: www.routledge.com/9781138039049

Bruce A. Collet Series: Routledge Research in Religion and Education Adopting a multidisciplinary approach which draws from political philosophy, the philosophy of education, and the sociology of religion, Collet argues that public schools in liberal democratic states can best facilitate the pluralistic integration of religious migrant students through adopting policies of recognition and accommodation that are not only reasonable in the light of liberal democratic principles, but also informed in terms of what we understand regarding the natural role religion often plays in acculturation. Routledge Market: Education January 2018: 229 x 152: 204pp Hb: 978-1-138-65109-8: £105.00 eBook: 978-1-315-62494-5 * For full contents and more information, visit: www.routledge.com/9781138651098

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Lectio Divina as Contemplative Pedagogy

Noncognitive Skill Assessment in School

Re-appropriating Monastic Practice for the Humanities

Research, Practice, Application

Mary Keator Series: Routledge Research in Education

Richard D. Roberts, ProExam, USA, Jonathan E. Martin, JonathanEMartin Ed. Services, USA and Jeremy Burrus, ProExam, USA

Offering an original application of the ancient monastic practice of lectio divina to the humanities, this book demonstrates the need for further emphasis on deep reading, reflection, and contemplation in contemporary university classrooms. Keator demonstrates that the lectio divina method is a viable pedagogical tool to guide students slowly and methodically through literary texts and into a subjective experience of wisdom and meaning.

Noncognitive skills have long been understood to matter in school, workforce, and life—though means to measures these skills have not been formalized by test makers and measurement experts. In this groundbreaking book, Richard Roberts and Jonathan Martin draw together the latest research on the assessment, support, and development of noncognitive skills in schools. With case studies that clearly demonstrate the value of noncognitive skills, and the many complications involved in assessing them productively, this book traces out this new and complex assessment terrain and explains how we might use the new assessment tools we have.

Routledge Market: Education December 2017: 229 x 152: 226pp Hb: 978-1-138-29921-4: £105.00 eBook: 978-1-315-09810-4 * For full contents and more information, visit: www.routledge.com/9781138299214

Routledge Market: Education October 2018: 224pp Hb: 978-1-138-80640-5: £100.00 Pb: 978-1-138-80641-2: £25.99 eBook: 978-1-315-75169-6 * For full contents and more information, visit: www.routledge.com/9781138806405

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Marxism and Education

Non-State Actors in Education in the Global South

International Perspectives on Theory and Action Edited by Lotar Rasinski, Dave Hill, University of Northampton, UK and Kostas Skordoulis Series: Routledge Studies in Education, Neoliberalism, and Marxism Marxism and Education offers contemporary Marxist analyses of recent and current education policy, and develops Marxist-based practices of resistance from a series of national and international perspectives. With contributions from leading, globally-recognized Marxist theoreticians, this book addresses the impacts and developments of neoliberal and authoritarian-conservative education policies across the UK, USA, Greece, Turkey, Poland, and Hungary. Routledge Market: Education December 2017: 229 x 152: 200pp Hb: 978-0-815-36900-4: £105.00 eBook: 978-1-351-25332-1 * For full contents and more information, visit: www.routledge.com/9780815369004

Edited by Prachi Srivastava and Geoffrey Walford, University of Oxford, UK Due to an increase in fee-paying private schooling, and engagement of non-state actors in education in the Global South, there has been debates on the appropriateness of certain non-state actors, particularly those with commercial and entrepreneurial motives. It was first published as a special issue of the Oxford Review of Education.

Routledge Market: Education March 2018: 246x174: 148pp Hb: 978-1-138-57067-2: £115.00 * For full contents and more information, visit: www.routledge.com/9781138570672

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Policies and Politics in Malaysian Education

Resisting Educational Inequality

Education Reforms, Nationalism and Neoliberalism

Reframing Policy and Practice in Schools Serving Vulnerable Communities

Edited by Cynthia Joseph, Monash University, Australia Series: Routledge Critical Studies in Asian Education This book draws on elements of critical social theory, research on globalization, neo liberalism and education, and Malaysian Studies to understand the interplay of globalization, nationalism, cultural politics and ethnicized neoliberalism in shaping the educational reforms in Malaysia. Using the Malaysia Education Blueprint 2013-2025 (MEB) as a case study, a catalyst and a context, this collection critically explores some of the complex historical and contemporary push-pull politics and factors shaping Malaysia’s education system, its reform and the experience of Malaysians – and others – within it. Routledge Market: Education November 2017: 234x156: 230pp Hb: 978-1-138-55030-8: £115.00 eBook: 978-1-315-14721-5 * For full contents and more information, visit: www.routledge.com/9781138550308

Edited by Susanne Gannon, Robert Hattam and Wayne Sawyer This edited collection is about poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality when policy research suggests that such issues are being ignored or distorted within neoliberal logics. Using a range of theories and methodologies, this book addresses these issues through three main themes: ‘What are our (better) explanations for the persistent nature of educational inequality?’; ‘What do we know about how schools and teachers can improve engagement and success in schools serving vulnerable communities?’; and ‘How might we reframe research, policy and practice in the future?’. Routledge Market: Education/Schools December 2017: 234x156 Hb: 978-1-138-08930-3: £90.00 Pb: 978-1-138-08931-0: £29.99 eBook: 978-1-315-10926-8 * For full contents and more information, visit: www.routledge.com/9781138089303

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Primary Worlds

Schools and Food Education in the 21st Century

Selected Works of Robin Alexander

Lexi Earl, Independent researcher, UK

Robin Alexander, University of Cambridge, UK Series: World Library of Educationalists

Schools and Food Education in the 21 Century leads the reader through the different food experiences that occur in primary schools over a school day. These food experiences are moulded and shaped by an amalgamation of discourses on obesity prevention, nutrition education, welfarism, and foodieness. The book focuses on school food policy, showing that while schools endeavour to enact policy in a variety of ways, it is taken up differently in a range of schools.

In this book Professor Robin Alexander draws on his most prominent writings, including chapters from his best-selling books and articles from leading journals. For the majority of his career he has worked at the interfaces of reseach, policy and practices striving to ensure both that research responds to challenges that teachers and policy makers face. In 2006 he launched and led the Cambridge Primary Review, the UK’s most comprehensive enquiry into primary education, and its successor the Cambridge Primary Review Trust. This book is a crucial insight into how Professor Alexander has striven consistently to get primary education taken seriously by policymakers and fellow academics. Routledge Market: Education November 2017: 234x156: 270pp Hb: 978-1-138-04986-4: £95.00 eBook: 978-1-315-16937-8 * For full contents and more information, visit: www.routledge.com/9781138049864

Routledge Market: Education February 2018: 234x156: 232pp Hb: 978-0-415-78379-8: £115.00 eBook: 978-1-315-22867-9 * For full contents and more information, visit: www.routledge.com/9780415783798

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Questioning the Language of Improvement and Reform in Education

Schools of Education as Sites of Resistance

Reclaiming meaning

Edited by Eve Tuck, University of Toronto, Canada and Julie Gorlewski, SUNY New Paltz, USA

Nicole Mockler, University of Sydney, Australia and Susan Groundwater-Smith, University of Sydney, Australia Series: Routledge Research in Education Questioning the Language of Improvement and Reform in Education challenges the language used in education, arguing that there is a nexus between the use of such language in both the public and professional domains and the changing intentions of the governance of education. This book will address the ways in which two significant words, ‘improvement’ and ‘reform’, have been appropriated by policymakers in order to justify globalised education policies that are designed to address instrumental, national and intersecting international interests, rather than the development of a more generous social enterprise based upon mutual respect and a desire for public well-being. Routledge Market: Education April 2018: 234x156: 184pp Hb: 978-1-138-69820-8: £105.00 eBook: 978-1-315-51957-9 * For full contents and more information, visit: www.routledge.com/9781138698208

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Who Decides Who Becomes a Teacher?

Schools of Education as Sites of Resistance extends the discussions and critiques of neoliberalism in education by examining the potential for schools of education themselves to contest the types of policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to and refusal of unsound education practices and legislation. The volume also reveals how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning. Routledge Market: Education July 2018: 232pp Hb: 978-1-138-28434-0: £90.00 Pb: 978-1-138-28435-7: £29.99 eBook: 978-1-315-26956-6 * For full contents and more information, visit: www.routledge.com/9781138284340

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EDUCATION POLICY & POLITICS 2nd Edition • NEW EDITION

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Shaping Education Policy

Spatial Citizenship Education

Power and Process

Citizenship through Geography Edited by Douglas E. Mitchell, University of California, Riverside, USA, Dorothy Shipps, Baruch College, USA and Robert L. Crowson Shaping Education Policy is a comprehensive overview of education politics and policy, which provides conceptual guideposts for future policy development and strategies for change. Leading scholars explore the interacting social processes and the dynamics of power politics as they intersect with democratic ideals and shape school performance. Chapters cover major themes that have influenced education, including the civil rights movement, federal involvement, the accountability movement, family choice, and development of nationalization and globalization.

Routledge Market: Education October 2017: 229 x 152: 360pp Hb: 978-1-138-65633-8: £125.00 Pb: 978-1-138-65634-5: £42.99 eBook: 978-1-315-62194-4 * For full contents and more information, visit: www.routledge.com/9781138656345

Edited by Euikyung Shin and Sarah Bednarz Spatial Citizenship Education: Citizenship through Geography explores ways to engage and promote citizenship through spatial and geographic perspectives. By providing a historical overview of geography’s contribution to citizenship education, including progress made and challenges faced in connection with educational reform movements, this book shows how geography knowledge is an essential component of citizenship. Through a theoretical explanation of key citizenship ideas, and by providing practical, classroom-based teaching tools, this volume will be essential for geography education researchers and social studies educators alike. Routledge Market: Education July 2018 Hb: 978-1-138-05644-2: £90.00 Pb: 978-1-138-05645-9: £29.99 eBook: 978-1-315-16535-6 * For full contents and more information, visit: www.routledge.com/9781138056442

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Social Policy and the Achievement Gap in Education

Supporting Teachers’ Formative Assessment Practice with Learning Progressions

Corey Bunje Bower Series: Routledge Research in Educational Equality and Diversity Bringing together research from a range of fields, Bower comprehensively examines the effects of social and environmental factors on educational achievement, and evaluates whether social policy is able to improve the experiences of children living in urban poverty in ways that will narrow the gap in schools. Going beyond studies of reform efforts largely focused on what happens inside schools, Bower pieces together research and investigates the power of broader social reforms to narrow or close the achievement gap. Routledge Market: Education May 2018: 229 x 152: 276pp Hb: 978-1-138-21346-3: £105.00 eBook: 978-1-315-44832-9 * For full contents and more information, visit: www.routledge.com/9781138213463

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Social Theory, Health and Education

Erin Furtak Series: Routledge Research in Education This book presents the results of a four-year, National Science Foundation-funded project that engaged nine high school biology teachers at three public high schools in long-term, on-site professional development program centered on a learning progression. Taking an in-depth look at the multiple sources of data gathered as part of the study, this volume reflects on the emergence of professional communities focused on formative assessment design and enactments and associations between teacher participation in learning progression-centered professional development and student learning. Routledge Market: Education October 2017: 229 x 152: 200pp Hb: 978-1-138-67229-1: £105.00 eBook: 978-1-315-56263-6 * For full contents and more information, visit: www.routledge.com/9781138672291

Childhood Obesity Inc. Darren Powell Series: Critical Studies in Health and Education This book explores how corporations fund, devise and implement various programmes in schools as ‘part of the solution’ to childhood obesity. Drawing on data from across the globe, it shows how children, teachers, school leaders and external providers (both public and private), understand and experience ‘sponsored’ programmes and resources that aim to improve children’s health and encourage ‘healthy’ consumption of corporate products. Challenging the idea that the corporate ‘war’ against childhood obesity is normal, necessary, or harmless, this book exposes healthy lifestyles education as a form of mis-education that constrains what students learn about health, corporations and consumption. Routledge Market: Education/Health October 2018: 234x156 Hb: 978-0-815-35514-4: £105.00 Pb: 978-0-815-35512-0: £29.99 eBook: 978-1-351-13059-2 * For full contents and more information, visit: www.routledge.com/9780815355144

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Teachers and Teacher Unions in a Globalised World History, theory and policy in Ireland Lori Beckett, Leeds Beckett University, UK and John Carr Series: Routledge Research in Education This book asks a series of pressing questions of teacher educators, teachers and teacher unions worldwide in this era of global capitalism. As governments around the world support austerity politics, Teachers and Teacher Unions in a Globalised World asks: are practitioners in teaching and teacher education merely to succumb to pressures to dismantle their nation-state systems of education? In this book, Carr and Beckett present a clearly argued case for teachers in Ireland and around the world organising in order to realise their moral and social responsibilities of free and fair schooling for all when it is most needed. Routledge Market: Education April 2018: 234x156 Hb: 978-1-138-29011-2: £105.00 eBook: 978-1-315-26654-1 * For full contents and more information, visit: www.routledge.com/9781138290112

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STUDENT REFERENCE

The Pedagogy of Pathologization

Using Self-Assessment to Improve Student Learning

Dis/abled Girls of Color in the School-prison Nexus

Lois Harris and Gavin Brown, University of Auckland, New Zealand Series: Student Assessment for Educators

Subini Ancy Annamma, University of Kansas, USA The Pedagogy of Patholgization analyzes the construction of criminal identities in schools via the intersections of race, gender, class, and disability amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of female students of color, whose voices are frequently engulfed by labels of deviance and disability, a distinct and underrepresented experience of the school-to-prison pipeline is detailed through original, qualitative methodologies. The book’s DisCrit framework, grounded in interdisciplinary research, draws on scholarship from education, women’s and girl’s studies, critical race theory, legal studies, and more. Routledge Market: Education November 2017: 229 x 152: 200pp Hb: 978-1-138-69689-1: £120.00 Pb: 978-1-138-69690-7: £38.99 eBook: 978-1-315-52305-7 * For full contents and more information, visit: www.routledge.com/9781138696907

Using Self-Assessment to Improve Student Learning synthesizes and translates research on self-assessment in the classroom into actionable guidelines and principles for pre-service and in-service teachers. Situated beyond the simple how-to frameworks currently available for teachers and graduate students, this volume illuminates self-assessment’s complexities and substantial promise to strategically move students toward self-regulated learning and internalized goals. Addressing theory, empirical evidence, and common implementation issues, the book’s developmental approach to quality self-assessment practices will help teachers maximize their impact on student self-regulation and learning. Routledge Market: Education May 2018: 198x129: 152pp Hb: 978-1-138-28336-7: £105.00 Pb: 978-1-138-28337-4: £21.99 eBook: 978-1-351-03697-9 * For full contents and more information, visit: www.routledge.com/9781138283367

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The Struggle for Democracy in Education

Using Research Evidence in Education Practice

Lessons from Social Realities

A guide to the key issues

Michael W. Apple, University of Wisconsin, Madison, USA

Mark Rickinson, Matthew Hall and Kate de Bruin

The Struggle for Democracy in Education provides detailed examinations of struggles around conflicting versions of democracy. Interested in the ethical and political responsibilities on those who care about education, the authors interrogate conflicting models of democratic education. Through a series of international case studies, this volume explores the contested terrain, combining powerful theory with the "stuff" of schools, politics, pedagogy, and the lives of individuals. The Struggle for Democracy in Education asks us to face forces both progressive and retrogressive, and to ask what we can do to ensure that the education that is created is worthy of its name.

Education professionals are expected to use research evidence to inform and underpin their work, but using evidence well and developing cultures to support evidence use is not easy. Written for teachers, leaders and decision-makers across all stages of education, this book provides: background on the growth of evidence-based agendas within education and their critiques; a guide to the key skills and issues involved in accessing, evaluating and using different kinds of educational research evidence; and specific suggestions for enhancing the quality of evidence use amongst education professionals and their institutions.

Routledge Market: Education January 2018: 229 x 152: 168pp Hb: 978-1-138-71450-2: £120.00 Pb: 978-1-138-72115-9: £34.99 eBook: 978-1-315-19468-4 * For full contents and more information, visit: www.routledge.com/9781138721159

Routledge August 2018 Hb: 978-1-138-08959-4: £90.00 Pb: 978-1-138-08961-7: £27.99 eBook: 978-1-315-10915-2 * For full contents and more information, visit: www.routledge.com/9781138089594

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The Struggle for the Soul of Teacher Education

What We Know About Heuristics and Biases

Kenneth M. Zeichner Series: Critical Social Thought

Learning, Work, and Everyday Life

The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future.

Routledge Market: Education October 2017: 229 x 152: 276pp Hb: 978-1-138-06408-9: £125.00 Pb: 978-1-138-06409-6: £36.99 eBook: 978-1-315-09807-4 * For full contents and more information, visit: www.routledge.com/9781138064096

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Franklin Zaromb, Educational Testing Service, USA, Abigail Gertner, MITRE Corporation, USA, Robert Schneider, Jeremy Burrus, ProExam, USA, Gerald Matthews, Rebecca Rhodes and Richard D Roberts People often rely on mental shortcuts, known as heuristics, to help them make judgments and decisions quickly and efficiently. While, generally, these heuristics lead to accurate judgments, heuristics can also bias decision-making producing errors with serious consequences. What We Know About Heuristics and Biases introduces the literature on heuristics and provides an assessment tool designed to obviate these problems. Measuring six biases—confirmation bias, fundamental attribution error, the bias blind spot, anchoring bias, representativeness bias, and projection bias–this tool provides an innovate and cutting edge method for assessment professionals and researchers in measurement. Routledge Market: Education July 2018 Hb: 978-1-138-94686-6: £90.00 Pb: 978-1-138-94687-3: £25.99 eBook: 978-1-315-67055-3 * For full contents and more information, visit: www.routledge.com/9781138946866

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EDUCATIONAL PSYCHOLOGY

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Anxiety in Children and Young People

Boosting School Belonging in Adolescents

Practical Support for Parents/Carers, Tecahers and other Professionals

Interventions for teachers and mental health professionals

Elizabeth Herrick, Educational Psychologist, UK and Barbara Redman-White

Kerry Ann Allen

This accessible and user-friendly resource will help adults to support children and young people for whom anxiety is causing significant problems in their everyday life. The authors provide practical support based on sound psychological theory and evidence-based practice which targets prevention and early intervention in schools, at home and with other professionals working with children and young people. The book includes advice on running parent support groups, working with groups of children, providing individual interventions with children and young people to change unhelpful patterns of difficulties and is supported with worksheets and power-points for use with children and parents.

Designed for teachers, psychologists and counsellors, this book presents evidence-based strategies and concepts that help foster a sense of school belonging amongst students. Feeling a sense of school belonging has been linked to better mental health outcomes in adolescents, increased school performance and greater retention rates. Comprised of six modules that explore connecting to parents, teachers, friends, self, learning and help, it can be used in an individual or group context, and also as a therapeutic tool or a prevention tool. Each module has an introductory section outlining how the module may be adapted to different contexts to ensure young people connect with and stay at school.

Routledge Market: Education October 2018: 246x174: 160pp Hb: 978-0-815-37719-1: £105.00 Pb: 978-0-815-37721-4: £22.99 eBook: 978-1-351-23458-0 * For full contents and more information, visit: www.routledge.com/9780815377191

Routledge August 2018: 234x156 Hb: 978-1-138-30510-6: £95.00 Pb: 978-1-138-30508-3: £24.99 eBook: 978-0-203-72963-2 * For full contents and more information, visit: www.routledge.com/9781138305106

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Asset Pedagogies in Latino Youth Identity and Achievement

Children and Their Education in Secure Accommodation

Nurturing Confianza

Interdisciplinary perspectives of education, health and youth justice Francesca A. López, The University of Arizona, USA Asset Pedagogies in Latino Youth Identity and Achievement explores the theory, research, and application of asset-based pedagogies to counter approaches that fail to challenge deficit views of youth. Presenting details on the role of teachers’ knowledge about students’ language and culture as strengths as opposed to deficiencies, Francesca A. López connects classroom practices to positive outcomes, preparing teachers to use asset pedagogies to promote academic achievement and implement asset-based teaching practices. Making thorough use of examples from research both in and out of the classroom, this book provides future teachers with a critical understanding of how to support Latino youth.

Routledge Market: Education January 2018: 229 x 152: 190pp Hb: 978-1-138-91141-3: £105.00 Pb: 978-1-138-91142-0: £35.99 eBook: 978-1-315-69271-5 * For full contents and more information, visit: www.routledge.com/9781138911413

Edited by Diahann Gallard, Liverpool John Moores University, UK, James Millington, HCPC registered Consultant Clinical and Forensic Psychologist, NHS, UK. and Katharine Evans, University of Chester, UK. This topical book integrates theory and practice about children and their education provision in ‘secure accommodation’. It provides a unique interdisciplinary perspective about education, health and social care outlining the importance of taking a holistic approach to the education and rehabilitation of children who are ‘locked up’. It unravels the complexity of the topic offering ‘whole-system’ perspectives and a child-centred view on the issue of educating and rehabilitating children in secure settings. With unique contributions from those involved in policy or provision, this book will be an essential text for researchers, practitioners and students in this interdisciplinary field. Routledge Market: Education June 2018: 234x156: 288pp Hb: 978-1-138-69439-2: £95.00 Pb: 978-1-138-69440-8: £32.99 eBook: 978-1-315-52821-2 * For full contents and more information, visit: www.routledge.com/9781138694392

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Biosocial Education

Cognitive Load Measurement and Application

Deborah Youdell, University of Birmingham, UK and Martin Lindley, Loughborough University

A Theoretical Framework for Meaningful Research and Practice

Advances in genetics and brain science are creating new knowledge about identity and human development that is informing education policy. Yet educators are not equipped to understand the implication of these new ideas or make use of them in their work. This book offers a compelling account of the usefulness as well as the limits of this new knowledge for the education community. The book brings emerging knowledge in biosciences together with sociological accounts of schooling to generate important new insights into what influences learning and learners. This is the first book of its kind in Education – it will change the way we think about students, classrooms and learning. Routledge Market: Education February 2018: 234x156: 224pp Hb: 978-0-415-78709-3: £95.00 Pb: 978-0-415-78710-9: £29.99 eBook: 978-1-315-22640-8 * For full contents and more information, visit: www.routledge.com/9780415787093

Edited by Robert Z. Zheng Cognitive Load Measurement and Application provides up-to-date research and theory of the functional role of cognitive load measurement and its application in multimedia and visual learning. Grounded in a sound theoretical framework, this edited volume introduces methodologies and strategies that effect high-quality cognitive load measurement in learning. Case studies are provided to aid readers in comprehension and application within various learning situations, and the book concludes with a review of the possible future directions of the discipline. Routledge Market: Education November 2017: 229 x 152: 278pp Hb: 978-1-138-23894-7: £120.00 Pb: 978-1-138-23897-8: £38.99 eBook: 978-1-315-29625-8 * For full contents and more information, visit: www.routledge.com/9781138238978

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Converging Perspectives on Conceptual Change

From Data and Analytics to the Classroom

Mapping an Emerging Paradigm in the Learning Sciences

Translating Learning Analytics for Teachers

Edited by Tamer G. Amin, American University of Beirut, Lebanon and Olivia Levrini, University of Bologna, Italy With contributions from leading international researchers this wide-ranging volume shows how distinct interdisciplinary lines of research and inquiry can complement each other and converge over time opening up important new questions for the future of conceptual change research. Areas covered include, process, modelling and argumentation, metacognition and epistemology, language and discourse, identity and social interaction. This major new work will provide new perspectives and directions for conceptual change research and also provide new researchers and advanced students with a synthetic view of the field. Routledge Market: Education November 2017: 234x156: 374pp Hb: 978-1-138-20539-0: £105.00 Pb: 978-1-138-20540-6: £29.99 eBook: 978-1-315-46713-9 * For full contents and more information, visit: www.routledge.com/9781138205406

Jason M. Lodge, Science of Learning Research Center, University of Melbourne, Australia, Jared Cooney Horvath, Science of Learning Research Center, University of Melbourne, Australia and Linda Corrin, Centre for the Study of Higher Education, University of Melbourne From Data and Analytics to the Classroom presents a coherent framework for useful translation of learning analytics research for educational practice with world-leading researchers in the use of data and analytics in education applying this framework to a number of different educational domains. The aim is to provide concrete ways to apply data and analytics to everyday educational practice. This book serves not only as a practical tool, but also as an instructional guide for educators. Through discussion and illustration it provides educators and researchers alike with the proper tools and frameworks to effectively make sense of and use data and analytics in their everyday practice. Routledge Market: Education June 2018: 246x174: 320pp Hb: 978-0-815-36211-1: £105.00 Pb: 978-0-815-36212-8: £29.99 eBook: 978-1-351-11303-8 * For full contents and more information, visit: www.routledge.com/9780815362111

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The Elements of Instruction

Growing Minds

The Building Blocks of Lesson Design

A Developmental Theory of Intelligence, Brain, and Education

Michael Molenda, Indiana University Elements of Instruction provides a common vocabulary and conceptual schema of teaching and learning by defining the basic building blocks of lesson design. Driven by new constructs pertaining to the observable arrangements and communication of instruction, the book features eight teaching-learning configurations applicable to a variety of educational settings as well as step-by-step lesson frameworks intended to provide clear, straightforward sequences of activities for planners. As trends in media, technology, and methodology continue to evolve, these pedagogical tools will be useful to any instructional-design approach. Routledge Market: Education June 2018: 229 x 152: 240pp Hb: 978-1-138-72102-9: £105.00 Pb: 978-1-138-72107-4: £29.99 eBook: 978-1-315-19472-1 * For full contents and more information, visit: www.routledge.com/9781138721029

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Evolution of the Learning Brain Or How You Got To Be So Smart...

Andreas Demetriou, University of Nicosia, Cyprus and George Spanoudis, the University of Cyprus, Cyprus What does the mind involve? How does intelligence spring from it, differentiating between individuals in understanding and dealing with the world? How does the mind learn and grow over time and how can learning and growth be enhanced by education? Growing Minds is an interdisciplinary work that seeks to answer these questions through the integration of the main theories relating to the brain and learning – namely the cognitive, developmental and individual difference perspectives. The authors propose an overarching and integrated theory of the developing mind, generating proposals on how this new theory can be applied to educational practice to improve student achievement. Routledge Market: EDUCATION / March 2018: 234x156: 368pp Hb: 978-1-138-68982-4: £105.00 Pb: 978-1-138-68984-8: £29.99 eBook: 978-1-315-53737-5 * For full contents and more information, visit: www.routledge.com/9781138689824

Paul Howard-Jones, Bristol University, UK

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How do brain regions that first appeared in fishes influence our learning today? How did primates evolve and what does it mean to have a "social brain"? What light does evolution shed on learning difficulties and disorders? How might technology influence how our brains evolve in the future? This fascinating book tells the emerging story of how learning has evolved. It provides a fresh perspective on the nature of human learning and on the educational implications today of a biological history that stretches across 600 million years.

Handbook of Multiple Source Use

Routledge Market: Education / Psychology January 2018: 234x156: 238pp Hb: 978-1-138-82445-4: £105.00 Pb: 978-1-138-82446-1: £14.99 eBook: 978-1-315-15085-7 * For full contents and more information, visit: www.routledge.com/9781138824454

Edited by Jason L.G. Braasch, Ivar Bråten, University of Oslo, Norway and Matthew Mccrudden Series: Educational Psychology Handbook The Handbook of Multiple Source Use draws on theory and research within cognitive and educational psychology, the learning sciences, disciplinary education, information literacy, reading psychology, and social psychology, to present the first comprehensive research volume on this topic. Many learners both in and out of school have almost instantaneous access to an enormous range of information sources at present. In this book, broken into six sections, international scholars come together toward understanding factors that influence how individuals cope with the challenge of building knowledge from diverse, often conflicting, information. Routledge Market: Education March 2018: 254 x 178: 518pp Hb: 978-1-138-64659-9: £220.00 Pb: 978-1-138-64660-5: £88.99 eBook: 978-1-315-62749-6 * For full contents and more information, visit: www.routledge.com/9781138646599

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TEXTBOOK

Immoral Education

Introduction to Test Theory

The assault on teachers’ identities, autonomy and efficacy

M. David Miller, University of Florida, US and Anne Corinne Huggins-Manley, University of Florida, USA

Simon Gibbs, University of Newcastle, United Kingdom. This book brings together for the first time a synthesis of philosophical and psychological material to examine the basis for the professional identity that teachers might believe in, and the effects of misunderstanding and mistreating these beliefs. By critically synthesising findings from a range of sources, the book provides a rationale that argues an essential ingredient of good education is the quality of teachers who have a reaffirmed sense of creativity, autonomy and agency. The book presents a role for educational psychology in informing educational and inclusive processes, filling a longstanding need for a text that delineates the way psychological phenomena underpin education.

First Published in 2014. Routledge is an imprint of Taylor & Francis, an informa company. Routledge Market: Education July 2018: 254 x 178: 512pp Hb: 978-0-415-66047-1: £130.00 Pb: 978-0-415-66048-8: £58.00 eBook: 978-0-203-07407-7 * For full contents and more information, visit: www.routledge.com/9780415660471

Routledge Market: Education March 2018: 234x156: 200pp Hb: 978-0-815-36836-6: £115.00 eBook: 978-1-351-25484-7 * For full contents and more information, visit: www.routledge.com/9780815368366

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Instructional Risk in Education

Learning as Second Nature

Why Instruction Can Fail

Tim Corcoran, Deakin University, Australia.

Stuart McNaughton, University of Auckland, New Zealand

The majority of psychological research relies on scientific explanations of human nature as predictable and universal, establishing cause by reducing dynamic action to constituent genetic or neurochemical parts. This can be described as first nature psychology and is so widely accepted it can seem as though it is the only way to understand the psychology of learning. This book argues for an alternate/complementary option and introduces second nature psychologies or critical psychological applications in/to psychosocial educational practice. It covers a range of contemporary topics and will be essential reading for researchers, school leaders and policy makers.

This book is based on the idea that instruction carries in-built risks, and instructional practices can be counterproductive unless used with care. Referencing a wide range of approaches to increasing effectiveness, Instructional Risk in Education provides an explanation of why some forms of instruction are less powerful than they should be, grouping the risk into three categories: too much support, too little support and misdirected support. Elaborating on rather than advising against these forms of instruction, it illustrates how teachers can use instructional practices effectively through managing risk and being adaptive in their use of them in the many and dynamic microsystems of the classroom. Routledge Market: Education/Psychology April 2018: 234x156: 176pp Hb: 978-0-815-35582-3: £105.00 Pb: 978-0-815-35584-7: £29.99 eBook: 978-1-351-12920-6 * For full contents and more information, visit: www.routledge.com/9780815355823

Routledge Market: SEN/BEHAVIOUR MANAGEMENT September 2018: 234x156: 256pp Hb: 978-1-138-18665-1: £90.00 Pb: 978-1-138-18666-8: £29.99 eBook: 978-1-315-64370-0 * For full contents and more information, visit: www.routledge.com/9781138186651

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International Handbook of the Learning Sciences

Learning Intervention

Edited by Frank Fischer, Ludwig Maximilian University of Munich Munich Center of the Learning Sciences Full Professor, Director of the Munich Center of the Learning Sciences, Cindy E. Hmelo-Silver, Peter Reimann and Susan R Goldman

Educational Casework and Responsive Teaching for Sustainable Learning

The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than fifty chapters, experts synthesize past, current, and emerging directions for learning sciences research. The three sections of the handbook capture, respectively, 1.) the ways in which the learning sciences has fashioned foundations from multiple disciplines into its own brand of use-oriented theory, design, and evidence; 2.) learning sciences approaches to designing, researching and, evaluating learning; and 3.) the methodological diversity of learning sciences approaches. This pioneering collection is the definitive volume of international learning sciences scholarship. Routledge Market: Education May 2018: 254 x 178: 616pp Hb: 978-1-138-67059-4: £220.00 Pb: 978-1-138-67056-3: £88.99 eBook: 978-1-315-61757-2 * For full contents and more information, visit: www.routledge.com/9781138670594

Jeanette Berman, The University of Melbourne, Australia and Lorraine Graham, University of Melbourne, Australia This book provides a detailed framework for knowing when and how to act in response to students’ learning needs. With a capability framework at its core, the book recommends teaching and support strategies related to quality initial instruction, alongside specific approaches and processes that can be used flexibly to address the wide variety of student learning needs found in today’s primary and secondary school classrooms. Emphasising the importance of collaboration and working with teams of professionals, it introduces and unpacks a number of models for practice, provides an extension to Response to Intervention models and brings together key evidence-based ideas in an accessible format. Routledge Market: Education/Psychology May 2018: 234x156: 248pp Hb: 978-1-138-56033-8: £105.00 Pb: 978-1-138-56030-7: £29.99 eBook: 978-0-203-71167-5 * For full contents and more information, visit: www.routledge.com/9781138560338

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Reconceptualising Educational Assessment

Scientific Reasoning and Argumentation

Integrating Mind, Culture, Learning and Assessment

Domain-Specific and Domain-General Aspects

Kathy Hall, Alicia Curtin, Kevin Cahill and Dan O'Sullivan Series: Current Debates in Educational Psychology

Edited by Frank Fischer, Clark A Chinn, Rutgers University, USA, Katharina Engelmann and Jonathan Osborne

This book will explore from a sociocultural perspective the very complex relationship between learning, mind, culture and assessment. How do we view learning? How should this learning be assessed? We have developed complex theories of learning but why does our assessment practice still understand testing and assessment as isolated activities? What does testing test? How significant is the social construction of assessment in the experience of those being assessed? Using culture as both a lens and analytic tool, this text challenges current and practiced understandings of assessment practice and attempts to theorize assessment in a way that has not been done previously.

Cognitive Perspectives in Scientific Reasoning and Argumentation explores the functions and limitations of domain-general conceptions of reasoning and argumentation as well as the substantial differences between disciplinary frameworks and the role of domain-specific knowledge, epistemologies, and reasoning. Featuring chapters by widely cited experts in the learning sciences, educational psychology, science education, history education, and cognitive science, this book presents new theory for a decades-long debate on the advancement of generic and specialized skills in instruction and deep learning.

Routledge Market: Education / Psychology June 2018: 234x156: 256pp Hb: 978-1-138-83240-4: £90.00 Pb: 978-1-138-83242-8: £25.99 * For full contents and more information, visit: www.routledge.com/9781138832404

Routledge Market: Education June 2018: 256pp Hb: 978-1-138-30226-6: £90.00 Pb: 978-1-138-30228-0: £29.99 eBook: 978-0-203-73182-6 * For full contents and more information, visit: www.routledge.com/9781138302266

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Research in Mind, Brain, and Education

Slow Looking

Edited by Marc S. Schwartz and E. Juliana Paré-Blagoev, George Washington University, USA Research in Mind, Brain, and Education introduces new research on key topics from brain science in education. With chapters written by leading experts in the field, this book covers both foundational issues as well as new work from emergent areas through case studies. Organized to cover many critical arguments in MBE, while contextualizing the field, and introducing readers to new studies, this book is designed to educate scholars. With chapters that all conform to a common template, Research in Mind, Brain, and Education may also be easily used in a semester-long graduate course on the topic. Routledge Market: Education October 2017: 229 x 152: 246pp Hb: 978-1-138-94671-2: £120.00 Pb: 978-1-138-94672-9: £36.99 eBook: 978-1-315-67062-1 * For full contents and more information, visit: www.routledge.com/9781138946729

The Art and Practice of Learning Through Observation Shari Tishman Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Routledge Market: Education October 2017: 229 x 152: 156pp Hb: 978-1-138-24040-7: £120.00 Pb: 978-1-138-24041-4: £30.99 eBook: 978-1-315-28381-4 * For full contents and more information, visit: www.routledge.com/9781138240414

STUDENT REFERENCE

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Science Learning and Inquiry with Technology

Cases of Teachers' Data Use

Diane Jass Ketelhut and Michael Shane Tutwiler Series: Ed Psych Insights

Edited by Helenrose Fives, Montclair State University, New Jersey, USA and Nicole Barnes

When implemented effectively, technology has great potential to positively connect with learning, assessment, and motivation in the context of K-12 science education and inquiry. Written by leading experts on technology-enhanced science learning and educational research, this book situates the topic within the broader context of educational psychology research and theory and brings it to a wider audience. This concise volume is designed for any course on science learning that includes technology use in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.

Cases of Teachers’ Data Use addresses applications of student data beyond theoretical, school and district-level examinations by presenting single-classroom case studies of teachers’ data use. Within the context of data-driven education policies, the authors examine the effective and ineffective ways that teachers make use of student data in instruction, evaluation, and planning. Chapters written by scholars from diverse methodological perspectives offer readers multiple lenses to use in considering issues of data use such that current theoretical assumptions may be challenged. This is an indispensable resource for anyone interested in classroom assessment.

Routledge Market: Education December 2017: 198x129: 124pp Hb: 978-1-138-69693-8: £120.00 Pb: 978-1-138-69694-5: £21.99 eBook: 978-1-315-52297-5 * For full contents and more information, visit: www.routledge.com/9781138696945

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Routledge Market: Education May 2018: 229 x 152: 208pp Hb: 978-1-138-05639-8: £105.00 Pb: 978-1-138-05640-4: £36.99 eBook: 978-1-315-16537-0 * For full contents and more information, visit: www.routledge.com/9781138056398

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EDUCATIONAL PSYCHOLOGY

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The Ecology of Inclusive Education Strategies to Tackle the Crisis in Educating Diverse Learners

The Psychological Dynamics of Race and Culture in Education

David Mitchell

Toward Integrating Perspectives

Educators today face two major challenges. The first, is to develop an education system which meets the needs of an evermore diverse student population. The second, is to successfully implement such a system. Drawing on research-based evidence and offering over 70 strategies to help educators respond to these challenges, this unique book provides a blueprint for an education system which recognises the rights of all students, whilst engendering social cohesion and an equitable society. The author presents an ecological model which places children at its centre and recognises the impacts of school, community, bureacracy and society, on opportunities for learning, and student attainment. Routledge Market: Education April 2018: 234x156: 110pp Hb: 978-1-138-08747-7: £105.00 Pb: 978-1-138-08748-4: £29.99 eBook: 978-1-315-11044-8 * For full contents and more information, visit: www.routledge.com/9781138087477

Eric Hurley, Pomona College, USA Series: Routledge Research in Educational Psychology This volume offers a penetrating critique of the current empirical research on cognitive development, educational psychology and cultural psychology, as well as the role of culture in education from both historical and contemporary perspectives. It analyzes recent education reform efforts in light of this research, and calls for more integrative scholarship in culture and educational transactions. By examining culture and ethnicity through the lens of basic psychological phenomena, educators can begin to reevaluate their perceptions of student behavior and gain insight on how their own attitudes, behaviors and teaching practices are determined by racial and cultural factors. Routledge Market: Education June 2018: 229 x 152: 208pp Hb: 978-1-138-86019-3: £105.00 eBook: 978-1-315-71668-8 * For full contents and more information, visit: www.routledge.com/9781138860193

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The Emotional Literacy Handbook

The Self-Regulated Learning Guide

A Guide for Schools

Teaching Students to Think in the Language of Strategies James Park, Alice Haddon and Harriet Goodman

Timothy J. Cleary, Rutgers University, USA

Demonstrating how schools can reduce conflict and bullying, this title promotes tolerance and stimulates a positive attitude to teaching and learning by creating an emotionally literate environment.

The Self-Regulated Learning Guide introduces K-12 teachers to the basics of self-regulation. Highly practical and supported by cutting-edge developments in SRL research, this book offers a variety of techniques for seamlessly infusing self-regulated learning principles into the classroom and for nurturing students’ motivation to strategize, reflect, and succeed. Featuring clear explanations of the psychology of self-regulation, these ten chapters provide teachers with core concepts, realistic case scenarios, reflection activities, and more to apply SRL concepts to classroom activities with confidence.

David Fulton Publishers Market: Education April 2018: 254 x 178: 152pp Hb: 978-1-138-14589-4: £90.00 Pb: 978-1-843-12060-5: £29.99 eBook: 978-0-203-96346-3 * For full contents and more information, visit: www.routledge.com/9781138145894

Routledge Market: Education February 2018: 254 x 178: 170pp Hb: 978-1-138-91054-6: £120.00 Pb: 978-1-138-91055-3: £26.99 eBook: 978-1-315-69337-8 * For full contents and more information, visit: www.routledge.com/9781138910546

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3rd Edition • TEXTBOOK • READER

The Model of Domain Learning

Theoretical Foundations of Learning Environments

Understanding the Development of Expertise

Edited by Susan Land and Brian Smith

Edited by Helenrose Fives, Montclair State University, New Jersey, USA and Daniel L. Dinsmore The Model of Domain Learning is the first edited volume to provide a comprehensive overview of the Model of Domain Learning (MDL). Unique in its emphasis on development, this model examines both the cognitive and motivational forces behind expertise in academic domains. With dedicated sections focused on the foundations, current applications, and future potential of the MDL, this book is indispensable as an introduction to the theory and research associated with this topic and as a cutting-edge resource for established scholars. Routledge Market: Education December 2017: 229 x 152: 232pp Hb: 978-1-138-20892-6: £105.00 Pb: 978-1-138-20893-3: £36.99 eBook: 978-1-315-45801-4 * For full contents and more information, visit: www.routledge.com/9781138208933

Theoretical Foundations of Learning Environments, 3 Edition provides a clear, concise introduction to major pedagogical and psychological theories that have implications for the design of learning environments for schools, universities, or corporations. The editors have assembled a group of leading experts to describe the most important contemporary theories that form the foundation of the conception and design of open-ended learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design and theory, design of learning experiences, theories of learning, and related areas. Routledge Market: Education August 2018: 229 x 152 Hb: 978-0-415-78408-5: £90.00 Pb: 978-0-415-78409-2: £29.99 eBook: 978-1-315-22856-3 * For full contents and more information, visit: www.routledge.com/9780415784085

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Understanding How We Learn A Visual Guide for Educators Yana Weinstein, University of Massachusetts, Megan Smith, Rhode Island College and Oliver Caviglioli Educational practice does not, for the most part, rely on research findings. Instead, there’s a preference for relying on our intuitions about what’s best for learning. But, relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. With clear illustrations throughout to explain complex concepts, the book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom. Routledge Market: Education June 2018: 246x174: 180pp Hb: 978-1-138-56169-4: £105.00 Pb: 978-1-138-56172-4: £19.99 eBook: 978-0-203-71046-3 * For full contents and more information, visit: www.routledge.com/9781138561694

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Visible Learning Guide to Student Achievement Schools Edition John Hattie, University of Melbourne, Australia and Eric M. Anderman, The Ohio State University, USA Visible Learning Guide to Student Achievement brings together the major influences shaping student achievement today. This fully revised and updated ‘schools edition’now provides practitioners and policy-makers with accessible research summaries and practical strategies that can be applied in any classroom or school to maximise achievement. It includes the influence of the home and student motivation, school systems, teaching strategies and curriculum. Each section concludes with a summary of main take-away points and a table summarizing key influences on achievement. This is an indispensable reference for any teacher, school leader or parent wanting to know how to maximise learning. Routledge Market: Education December 2018: 246x174: 304pp Hb: 978-0-815-36723-9: £105.00 Pb: 978-0-815-36724-6: £24.99 eBook: 978-1-351-25784-8 * For full contents and more information, visit: www.routledge.com/9780815367239

2nd Edition • NEW EDITION

What's the Buzz? A social and emotional literacy program for older children Mark Le Messurier, Education consultant, Australia and Madhavi Nawana Parker, Behaviour Consultant, Australia What's the Buzz? was a best-seller in its 1st edition as it guided children and adolescents to think socially and develop essential relational skills. Helping teachers, care givers and health professionals to support young people from 4 to 14 years, the principles provide social and emotional skills for use in real-life situations. This highly practical play-based programme targets everyday themes: how to greet, make and keep friends, read one’s own emotions, read the feelings of others and cope with worry, frustration and disappointment. This fully revised new edition includes new chapters on giving feedback, knowing when to go your own way and when to be part of a group. Routledge Market: Education July 2018: 297x210: 256pp Hb: 978-1-138-08030-0: £90.00 Pb: 978-1-138-08031-7: £29.99 eBook: 978-1-315-11353-1 * For full contents and more information, visit: www.routledge.com/9781138080300

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EDUCATIONAL RESEARCH 2nd Edition • NEW EDITION

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Conducting Educational Design Research

Cultural-Historical Activity Theory Approaches to Design-Based Research

Susan McKenney, University of Twente, The Netherlands and Thomas C Reeves, University of Georgia, US The new and updated edition of Conducting Educational Research blends scientific investigation with systematic development and implementation of solutions to educational problems. With relevant examples, new insights into the ethics and practicalities of working in educational environments and the inclusion of easy to follow project descriptions, this one-stop guide supports graduate students and experienced researchers to understand the multiple perspectives of educational design research. This volume allows readers to realise the potential of educational design research and demonstrates how rigorous and relevant investigation can yield theoretical understanding and solutions. Routledge Market: Education November 2018: 234x156: 296pp Hb: 978-1-138-09555-7: £95.00 Pb: 978-1-138-09556-4: £29.99 eBook: 978-1-315-10564-2 Prev. Ed Hb: 978-0-415-61803-8 * For full contents and more information, visit: www.routledge.com/9781138095557

Edited by Mike Cole, William Penuel and Kevin O'Neill Design-based research offers a more collaborative approach to organizing for equitable educational change. Contributors offer new approaches for design research methodologies to encompass issues and contexts that have often been absent in most learning sciences research. It was published as a special issue of The Journal of the Learning Sciences.

Routledge Market: Education January 2018: 246x174: 165pp Hb: 978-1-138-57082-5: £105.00 * For full contents and more information, visit: www.routledge.com/9781138570825

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Connecting Research and Practice for Educational Improvement

Education Research and the Media

Ethical and Equitable Approaches

Edited by Stewart Riddle, Aspa Baroutsis and Pat Thomson

Bronwyn Bevan and William R. Penuel Connecting Research and Practice for Educational Improvement presents richly illustrated cases of how more collaborative relationships between researchers and educators can yield more relevant research that impacts practice. The cases are useful for anyone teaching or learning about research-practice partnerships, in both school and out-of-school settings. The cases highlight the different dispositions and skills needed to cultivate ethical relationships and promote equity through partnerships and provide rich frameworks for guiding future work. Routledge Market: Education December 2017: 229 x 152: 186pp Hb: 978-1-138-28728-0: £120.00 Pb: 978-1-138-28731-0: £25.99 eBook: 978-1-315-26830-9 * For full contents and more information, visit: www.routledge.com/9781138287310

4 Volume Set

Challenges and Possibilities Scholarly articles and books are no longer the primary focus for educational researchers, as they are increasingly encouraged to publish in traditional and new media – newspapers, television, radio, blogs and social media. How does this mediatised landscape impact on scholarly endeavours? What are the pitfalls and possibilities of public scholarship? Using empirical examples and analysis, as well as a range of theoretical and conceptual approaches, this book systematically investigates the transnational mediascapes in which educational researchers are now working and the influence this has on global educational policies and politics and the rise of anti-expert rhetoric. Routledge Market: Education/Research April 2018: 234x156: 170pp Hb: 978-0-815-35586-1: £105.00 Pb: 978-0-815-35588-5: £29.99 eBook: 978-1-351-12911-4 * For full contents and more information, visit: www.routledge.com/9780815355861

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Critical Race Theory in Education (4-vol. set) Edited by David Gillborn, University of Birmingham, UK, Adrienne D. Dixson, University of Illinois at Urbana-Champaign, USA, Gloria Ladson-Billings, University of Wisconsin, Madison, USA, Laurence Parker, University of Utah, USA, Nicola Rollock, University of Birmingham, UK and Paul Warmington, University of Birmingham, UK Series: Major Themes in Education Critical Race Theory offers an account of society based on systemic, deep-rooted racist oppression that saturates our commonsensical judgements to such an extent that all but the most extreme racism appears normal. It is one of the fastest growing and most controversial fields of contemporary social theory, and education is the discipline where its most dynamic and challenging work is taking place. Now, answering the need for an authoritative reference work to make sense of this sometimes shocking and often contentious body of thought, this new collection provides a unique ‘mini library’ that encompasses the very best CRT scholarship in education. Routledge Market: CRT in Education June 2018: 234x156: 1736pp Hb: 978-1-138-84827-6: £800.00 * For full contents and more information, visit: www.routledge.com/9781138848276

English as a Medium of Instruction in Postcolonial Contexts Issues of Quality, Equity and Social Justice Edited by Lizzi O. Milligan, University of Bath, UK and Leon Tikly, University of Bristol, UK This book aims to provide a greater understanding of the existing challenges for learners and educators and potential strategies that can support more effective teaching and learning in EMI classrooms. This volume was originally published as a special issue of Comparative Education.

Routledge Market: Education December 2017: 246x174: 156pp Hb: 978-1-138-56402-2: £115.00 * For full contents and more information, visit: www.routledge.com/9781138564022

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Feminist Posthumanisms, New Materialisms and Education

Homeschooling in the 21st Century

Edited by Jessica Ringrose, University of London, UK, Katie Warfield, Kwantlen Polytechnic University, Canada and Shiva Zarabadi, Institute of Education, University College London, UK Series: Education and Social Theory This book focuses on the feminist implications of the theories and methodologies of posthumanism and new materialism. It explores new forms of feminist ethics and response-ability in research practices, and offers some coherence to this new area of research. The chapters in this book were first published as articles in Taylor and Francis journals. Routledge Market: Educational Research / Feminist Theory / Posthumanism May 2018: 246x174: 172pp Hb: 978-0-815-39413-6: £115.00 * For full contents and more information, visit: www.routledge.com/9780815394136

Research and Prospects Edited by Robert Maranto, University of Arkansas, USA and Debra A. Bell, Aim Academy, USA This volume offers the most current research on the rapidly growing phenomena of home education, making a must-read for policy makes, educators, and homeschooling parents and their organizations. The chapters in this book were originally published as articles in the Journal of School Choice.

Routledge Market: Education Research / Homeschooling November 2017: 246x174: 206pp Hb: 978-1-138-50140-9: £115.00 * For full contents and more information, visit: www.routledge.com/9781138501409

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Fostering Imagination in Higher Education

International Perspectives on Autoethnographic Research and Practice

Joy Whitton Series: Routledge Research in Higher Education

Edited by Lydia Turner, Nigel Short, Alec Grant and Tony Adams

Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book shows that a lack of clarity about what imagination in higher education looks like impedes teachers fostering their students’ creativity. Drawing on three ethnographic studies from physics, history and finance courses, it explores successful strategies educators can use to encourage their students’ imagination. Routledge Market: Education/Higher December 2017: 234x156 Hb: 978-1-138-08938-9: £95.00 eBook: 978-1-315-10923-7 * For full contents and more information, visit: www.routledge.com/9781138089389

International Perspectives on Autoethnographic Research and Practice is the first volume of international scholarship on autoethnography. This culturally and academically diverse collection combines perspectives on autoethnographic thinking from scholars working within a variety of disciplines and contexts. The first section provides an introduction to the different types and uses of autoethnography; the second explores the potential issues associated with its practice; and the third offers perspectives on evaluation and assessment. Concluding with a reflective discussion between the editors, this is the premier resource for researchers and students interested in autoethnography. Routledge Market: Research Methods April 2018: 229 x 152: 272pp Hb: 978-1-138-65537-9: £105.00 Pb: 978-1-138-22772-9: £32.99 eBook: 978-1-315-39478-7 * For full contents and more information, visit: www.routledge.com/9781138655379

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Higher Education Research Methodology

It's a Matter of Fact

A Step-by-Step Guide to the Research Process

Teaching Students Research Skills in Today's Information-Packed World

Ben Kei Daniel, University of Otago, New Zealand and Tony Harland, University of Otago, New Zealand This book is for anyonewho wishes to improve university teaching and learning through systematic inquiry. It provides advice but also a constructive critique of research methods and, in turn, the authors also make a contribution to the theories of research methodology. Topics covered include ontology and epistemology, engagement with academic literature as well as research design approaches and methods of data collection. There is a keen focus on quality in both analysis and evaluation of research and new models are proposed to help the new researcher. The authors conclude by examining the challenges in getting work published. Routledge Market: Education/Research December 2017: 234x156: 140pp Hb: 978-1-138-55598-3: £105.00 Pb: 978-1-138-55600-3: £29.99 eBook: 978-1-315-14978-3 * For full contents and more information, visit: www.routledge.com/9781138555983

Complimentary Exam Copy

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Angie Miller This book from Routledge and MiddleWeb shows how you can turn your students into informed citizens by teaching them how to research effectively. In today’s information-saturated world research skills have moved beyond fact-finding, into fact-sifting, fact-sorting, and fact-assessing. Miller shows you how to help students check sources, take good notes, make use of information, and present information across the subject areas. She also shows how to make research a daily practice, not a one-time project. With examples and handouts you can use immediately, this book is a valuable resource for educators seeking to engage students in their work and encourage them toward higher level thinking. Routledge Market: Education April 2018: 254 x 178: 128pp Hb: 978-1-138-30278-5: £95.00 Pb: 978-1-138-30280-8: £25.99 eBook: 978-0-203-73168-0 * For full contents and more information, visit: www.routledge.com/9781138302785

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4 Volume Set

Research Through, With and as Storying

The Economics of HIgher Education

Louise Gwenneth Phillips, University of Southern Queensland, Australia and Tracey Bunda, University of Queensland, Australia

Edited by Gillian Wyness Series: Major Themes in Education

Research through, with and as Storying explores how indigenous and non-indigenous scholars can engage with storying to decolonise theorising. Through the book, the authors provide an invitation to locate storying as a valuable ontological, epistemological and methodological contribution to the academy across disciplines, arguing that storying research gives voice to the marginalised in the academy. By locating socially and historically shaped selves in research, this text seeks to enable profound understandings of phenomena. This book will prove valuable for scholars, students and practitioners who seek to develop alternate and creative contributions to the production of knowledge.

The intersection of economics and higher education has never been more apparent. Increasingly, economic principles are applied to analyses of education and education policy. Edited by a leading scholar, The Economics of Higher Education meets the need for an authoritative reference work to codify and make sense of the field’s burgeoning literature. The editor has drawn on the most important and influential research from a broad range of countries and perspectives to create a one-stop ‘mini library’.

Routledge Market: Education February 2018: 216x138: 160pp Hb: 978-1-138-08949-5: £45.00 eBook: 978-1-315-10919-0 * For full contents and more information, visit: www.routledge.com/9781138089495

Routledge Market: Economics of Higher Education August 2018: 234x156: 1736pp Hb: 978-1-138-66931-4: £850.00 * For full contents and more information, visit: www.routledge.com/9781138669314

3rd Edition • TEXTBOOK • READER

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Teachers Investigate Their Work

Theory and Philosophy in Education Research

An Introduction to Action Research across the Professions

Methodological dialogues

Allan Feldman, University of South Florida, Tampa, FL, Herbert Altrichter, University of Linz, Austria, Peter Posch, Universitat Klagenfurt, Austria and Bridget Somekh, Manchester Metropolitan University, UK.

Edited by John Quay, Jennifer Bleazby, Steven A. Stolz, La Trobe University, Australia, Maurizio Toscano and Scott Webster, Deakin University, Australia

Teachers Investigate their Work provides methods on how to identify starting points for research, how to collect and analyze data, how to develop and implement action strategies, and ways to make action research public through examples from studies carried out by teachers and other professionals. This fully revised third edition has been rewritten with over 50 practical methods and strategies from teachers drawing on their international practical experience. This is an essential guide for teachers and other professionals including nurses and social workers, as well as those who coordinate their professional development. Routledge Market: Education April 2018: 234x156: 336pp Hb: 978-1-138-22575-6: £105.00 Pb: 978-1-138-22576-3: £31.99 eBook: 978-1-315-39882-2 Prev. Ed Hb: 978-0-415-37795-9 * For full contents and more information, visit: www.routledge.com/9781138225756

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The issue of methodology is a fundamental concern for all who engage in educational research. Presenting a series of methodological dialogues between eminent education researchers including Michael Apple, Gert Biesta, Penny Enslin, John Hattie, Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments. Foregrounding the researchers’ first-hand experience and knowledge, this book will provide future and current researchers with a deeper comprehension of the place of theory in education research. Routledge Market: Education/Research March 2018: 234x156: 210pp Hb: 978-0-815-38601-8: £105.00 Pb: 978-0-815-38602-5: £29.99 eBook: 978-1-351-17611-8 * For full contents and more information, visit: www.routledge.com/9780815386018

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Technology-Enhanced and Collaborative Learning

Video-based Research in Education

Affordances, approaches and challenges

Cross-disciplinary Perspectives

Edited by Stewart Martin, University of Hull, UK and Michele Notari, University of Teacher Education, Bern, Switzerland This book presents insight into the progress made towards establishing effective, valid and reliable strategies, in regards to teaching, learning and assessment when context, agency and individual characteristics are taken into account. It was originally published as a special issue of Educational Research and Evaluation.

Routledge Market: Educational Research / Technology and Education November 2017: 246x174: 110pp Hb: 978-1-138-28368-8: £115.00 * For full contents and more information, visit: www.routledge.com/9781138283688

Edited by Lihua Xu, George Aranda and David Clarke Video-based Research in Education is a timely and significant collection exploring different uses of video in educational research, ranging from the use of video in investigating social interactions and stimulating participants’ reflection, to engaging different social groups in the process of teaching, learning and research. This book addresses a range of philosophical and theoretical standpoints with respect to video-based research and emphasises the values and assumptions that researchers bring to their research. From an internationally renowned group of contributors, this text will significantly inform educational researchers interested in using video in research. Routledge Market: Education June 2018: 234x156: 300pp Hb: 978-1-138-08942-6: £95.00 Pb: 978-1-138-08945-7: £29.99 eBook: 978-1-315-10921-3 * For full contents and more information, visit: www.routledge.com/9781138089426

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5th Edition • TEXTBOOK • NEW EDITION

Changing the Story

Exploring Education

Curriculum Design with the Stakes in Mind

An Introduction to the Foundations of Education

Susan Santone Reframing the Curriculum is based on the idea that educational equity is inseparable from community well-being. This practical, hands-on guide introduces future teachers to the concepts of healthy communities, democratic societies, and social justice. Developed for teacher education courses in instructional design, social foundations, and general education, this volume prepares readers to reframe the curriculum, and to meet required standards through new and innovative classroom practices. Pre- and in-service teachers will learn to apply a proven instructional method for designing sustainability-based units that challenge students to solve problems in their schools and communities. Routledge Market: Education October 2018: 229 x 152 Hb: 978-1-138-30596-0: £90.00 Pb: 978-1-138-30597-7: £23.99 eBook: 978-0-203-72868-0 * For full contents and more information, visit: www.routledge.com/9781138305960

Alan R. Sadovnik, Rutgers University, Peter W. Cookson, Jr., Ideas without Borders, USA, Susan F. Semel, The City College of New York and The Graduate Center of CUNY, USA and Ryan W. Coughlan Exploring Education offers an alternative to traditional foundations texts by combining a point-of-view analysis with primary source readings. Pre- and in-service teachers will find a solid introduction to the foundations disciplines -- history, philosophy, politics, and sociology of education -- and their application to educational issues, including school organization and teaching, curriculum and pedagogic practices, education and inequality, and school th reform and improvement. Revisions to this 5 edition includes the addition of discussion and new readings on the impact of the Common Core, Common Core, assessment, and more coverage of diversity and disability. Routledge Market: Education October 2017: 254 x 178: 592pp Hb: 978-1-138-22215-1: £110.00 Pb: 978-1-138-22216-8: £61.99 eBook: 978-1-315-40854-5 Prev. Ed Pb: 978-0-415-80861-3 * For full contents and more information, visit: www.routledge.com/9781138222168

TEXTBOOK • READER

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Doing Theory on Education

Freud, Lacan, Zizek and Education

Using popular culture to explore key debates

Exploring Unconscious Investments in Policy and Practice

Andy Cramp, Wolverhampton University, UK and Julian McDougall, Bournemouth University, UK

Edited by Claudia Lapping, Institute of Education, University of London, UK Series: Education and Social Theory

This new text uses examples from popular culture and contemporary media coverage to guide education studies students through the perennial debates that surround teaching and learning. It uses fiction, film, social media and press coverage to illuminate important issues and make the theory that underpins debates more engaging. Exploring six core issues - educational choice, what counts as knowledge, learning styles, testing, leadership and professionalism - each chapter also offers essential background knowledge and includes reflective activities to help you develop a critical approach, enabling you to argue your own point of view and consider where issues might go in the future.

This collection utilises the theories of Freud, Lacan, and Zizek, to explore the hidden, unconscious and unspoken desires that we invest in educational institutions and practices. The chapters in this book were originally published as articles in Taylor and Francis journals. Routledge Market: Education Studies June 2018: 246x174: 180pp Hb: 978-0-815-36281-4: £115.00 * For full contents and more information, visit: www.routledge.com/9780815362814

Routledge Market: Education November 2018: 246x174: 224pp Hb: 978-1-138-05407-3: £90.00 Pb: 978-1-138-05408-0: £26.99 eBook: 978-1-315-16703-9 * For full contents and more information, visit: www.routledge.com/9781138054073

STUDENT REFERENCE

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Education Studies

Global Perspectives on Developing Professional Learning Communities

The Key Concepts Edited by Dave Trotman, Helen E. Lees and Roger Willoughby Series: Routledge Key Guides This essential compendium offers accessible, detailed definitions of the core concepts explored on Education Studies courses. Including over fifty interdisciplinary entries, it clarifies topics at an introductory, intermediate and advanced level, supporting students across the three years of their course. The history and evolution of concepts are outlined, key academic debates and points of contest are explored, reference to real-life educational examples are offered, and reflective questions and further reading scaffold critical engagement. Education Studies: The key concepts is a bookshelf must-have, moving students towards a coherent stance based on theory and research.

Edited by Nicholas Sun-Keung Pang and Ting Wang This book discusses distinctive features of the professional learning community concept, practices and processes across six different education systems in the Asia-Pacific region, namely Mainland China, Hong Kong, Taiwan, South Korea, Singapore, and the United States. It was originally published as a special issue of the Asia Pacific Journal of Education. Routledge Market: Education/Professional Learning Communities December 2017: 246x174: 137pp Hb: 978-0-815-38330-7: £105.00 * For full contents and more information, visit: www.routledge.com/9780815383307

Routledge Market: Education Studies September 2017: 216x138: 326pp Hb: 978-1-138-95777-0: £95.00 Pb: 978-1-138-95782-4: £21.99 eBook: 978-1-315-66150-6 * For full contents and more information, visit: www.routledge.com/9781138957824

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Paying for Education

Reinventing Education

Peter Davies, Professor Peter Davies, University of Birmingham. Series: Foundations and Futures of Education

Visions for today and tomorrow

Drawing on evidence from around the globe, this book reviews possible answers to these questions: How much education should we pay for? How resource intensive should education be? Can we buy knowledge about how to improve education? Which type of education should we pay for? Who should pay for education? While other books either address a range of topics in the financing of education from different standpoints or focus on particular sectors of education, this book provides a general overview of principles applicable to all sectors of education. Using case studies from the UK and elsewhere, the book aims to make key ideas from economics accessible to non-economists. Routledge Market: Education June 2018: 234x156: 224pp Hb: 978-1-138-99835-3: £90.00 Pb: 978-1-138-99836-0: £29.99 eBook: 978-1-315-65872-8 * For full contents and more information, visit: www.routledge.com/9781138998353

Will Curtis, University of Warwick, UK Series: Routledge Focus on Education Studies Transformations in society, culture, economy, politics, employment and knowledge require us to fundamentally rethink how we perceive learning and teaching. Reinventing Education challenges the principles and practices that underpin existing ‘institutionalised’ approaches to education. It asks the reader to question our reliance on the school, the classroom, the teacher, the examination, the university and so on. It considers existing alternatives to mainstream education, both from within the UK state system and beyond. In challenging the assumptions that underpin much of today’s compulsory, further and higher education, the book concludes by offering a vision for our educational futures. Routledge Market: Education April 2018: 234x156: 90pp Hb: 978-1-138-23925-8: £45.00 eBook: 978-1-315-29609-8 * For full contents and more information, visit: www.routledge.com/9781138239258

TEXTBOOK • READER

Psychology and the Study of Education

Sociology and Education

Critical Perspectives on Developing Theories

Richard Waller, University of the West of England, UK and Tamsin Bowers-Brown Series: Foundations of Education Studies

Edited by Cathal Ó Siochrú Series: The Routledge Education Studies Series Psychology and the Study of Education explores both the insights and applications that psychology can offer in a range of educational contexts. Introducing a wide variety of sources, from cutting edge research to key studies from the past, it offers new perspectives on the psychology of education. This includes re-examining core theories of learning, unpicking key learning processes, and reconsidering the role of factors such as memory, creativity and gender in learning. Questioning myths and misconceptions, it challenges the reader to develop a critically reflective approach and asks them to reconsider the potential value of psychology in both understanding and influencing education.

Written specifically for education studies students, this accessible text offers a clear introduction to sociology of education. It guides readers through this complex and sometimes challenging area using examples and accounts of sociological research to help them to understand the bigger theories and policies behind what are sometimes taken for granted systems of education. Divided into two parts, the book examines each phase of education through a sociological lens. It then explores a range of cross-cutting themes which are at the very forefront of sociological concerns including social justice, globalisation, technology and the role of the market within educational provision.

Routledge Market: Education Studies February 2018: 246x174: 176pp Hb: 978-1-138-23764-3: £105.00 Pb: 978-1-138-23765-0: £26.99 eBook: 978-1-315-29935-8 * For full contents and more information, visit: www.routledge.com/9781138237643

Routledge Market: Education January 2018: 246x174: 160pp Hb: 978-0-415-52863-4: £95.00 Pb: 978-0-415-52864-1: £24.99 * For full contents and more information, visit: www.routledge.com/9780415528634

4th Edition • TEXTBOOK • NEW EDITION

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Readings for Diversity and Social Justice

Stepping Up!

Edited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren J. Blumenfeld, Iowa State University, USA, D. Chase J. Catalano, Keri Dejong, Heather W. Hackman, Hackman Consulting Group, Larissa Hopkins, Barbara Love, Madeline L. Peters, University of Massachusetts, Amherst, USA, Davey Shlasko and Ximena Zuniga, University of Massachusetts, Amherst, USA For nearly 20 years, Readings for Diversity and Social Justice has been the trusted, leading anthology to cover a wide range of social oppressions from a social justice standpoint. With full sections dedicated to racism, religious oppression, classism, ableism, youth and elder oppression, as well as an integrative section dedicated to sexism, heterosexism, and transgender oppression, this bestselling text goes far beyond the range of traditional readers. New essay selections in each section of this fourth edition have been carefully chosen to keep topic coverage timely and readings accessible and engaging for students. Routledge Market: Education March 2018: 254 x 178: 680pp Hb: 978-1-138-05527-8: £90.00 Pb: 978-1-138-05528-5: £49.99 Prev. Ed Hb: 978-0-415-89293-3 * For full contents and more information, visit: www.routledge.com/9781138055278

Teachers Advocating for Sexual and Gender Diversity in Schools Mollie V. Blackburn, Ohio State University, USA, Caroline T. Clark, The Ohio State University, USA and Ryan Schey, Ohio State University, USA Building from ten years of collaborative longitudinal inquiry, including interviews with parents, students, teachers, and administrators, this text shares stories from different perspectives to support teachers with concrete examples of advocacy. The authors show teachers how to ‘step up’ by working with students, through and beyond curriculum, and by working with families and administrators to improve school culture for LGBTQ and gender diverse students. Additionally, they explore the potential constraints involved in such social justice work, and share strategies and resources for transforming schools to be more queer-friendly. Routledge Market: Education April 2018: 229 x 152: 232pp Hb: 978-1-138-56817-4: £120.00 Pb: 978-1-138-56819-8: £34.99 eBook: 978-0-203-70520-9 * For full contents and more information, visit: www.routledge.com/9781138568174

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EDUCATION STUDIES TEXTBOOK • READER

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The Child in Society

Understanding Learning and Motivation in Youth

Emel Thomas, Kyffin Jones, Wendy Bannerman, University of Northampton, UK, Peter Goy, University of Northampton, UK and Wendy Turner, University of Northampton, UK

Challenging Policy and Practice

The Child, Society and You explores the links between childhood and youth learning, legislation, policy and significant societal events, examining the ways in which educational engagement is both important and personal. Using a range of case studies, each chapter provides up to date coverage of educational concerns as they influence professional practice to encourage debate. Outlining the ways in which recently occuring childhood and youth cases have impacted the education system, and examining the government’s responses to these with reference to empirical studies, it provides an insightful introduction to the relationship between society, policy and education. Routledge Market: Education August 2018: 208pp Hb: 978-1-138-92299-0: £95.00 Pb: 978-1-138-92300-3: £24.99 eBook: 978-1-315-68540-3 * For full contents and more information, visit: www.routledge.com/9781138922990

Noemi Katznelson, Niels Ulrik Sørensen and Knud Illeris With an original and accessible format that traces issues of student learning and motivation through interviews with leading scholars in the field of education, this book explores one of the central problems in modern education: motivation for learning of students. The way that teaching is currently delivered to students aged 11-19 does not support positive learning and instead elicits superficial learning processes; beyond this it also endangers the engagement and motivation of teachers themselves. By gathering the perspectives of carefully chosen contributors this book provides the reader with an introduction to the debates surrounding neoliberal education. Routledge Market: Education December 2017: 246x174: 136pp Hb: 978-1-138-04867-6: £105.00 Pb: 978-1-138-04868-3: £29.99 eBook: 978-1-315-17003-9 * For full contents and more information, visit: www.routledge.com/9781138048683

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The Power of Numbers and Networks Understanding the Mechanisms of Diffusion of Educational Models Edited by Julia Resnick Contributors to this volume have developed methodological perspectives to study the circulation of educational models worldwide in order to make sense of the complexity of education policies today. It was originally published as a special issue of Globalisation, Societies and Education.

Routledge Market: Education December 2017: 246x174: 182pp Hb: 978-1-138-57049-8: £115.00 * For full contents and more information, visit: www.routledge.com/9781138570498

TEXTBOOK • READER

Understanding Inclusion Core Concepts, Policy and Practice Edited by Richard Woolley Although broadly used, in education, the term inclusion is not always fully understood. This book explores inclusion through a wide range of themes and issues, using examples of practice and learning drawn from research to provide specific examples and supports readers by presenting case studies with key areas for discussion. The authors have experience of education settings from birth into adulthood, across different continents, and providing for learners with a diverse range of identities and needs. This is a book that students will return to during their studies as they encounter different issues and consider learning in different contexts. Routledge Market: Education November 2017: 246x174: 206pp Hb: 978-1-138-24167-1: £105.00 Pb: 978-1-138-24168-8: £26.99 eBook: 978-1-315-27989-3 * For full contents and more information, visit: www.routledge.com/9781138241688

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HIGHER EDUCATION 2nd Edition • NEW EDITION

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Action Research in Teaching and Learning

Black Men in Law School

A Practical Guide to Conducting Pedagogical Research in Universities

Unmatched or Mismatched

Lin S. Norton, Liverpool Hope University, UK

Darrell D. Jackson Series: Routledge Research in Educational Equality and Diversity

Practical and down-to-earth, this fully updated edition is the ideal introduction to action research. Written in an accessible style to build confidence, it provides easily adaptable practical frameworks, guidelines and advice on researching practice within a higher education context. It guides the reader through each stage of the action research process from engaging with the critical theory to the practical applications with the ultimate goal of producing a research study which is publishable. With new chapters engaging with teaching excellence and analysing qualitative and quantitative research, this book is a critical read for any individual teaching or undertaking action research. Routledge Market: Education November 2018: 234x156: 300pp Hb: 978-1-138-55145-9: £105.00 Pb: 978-1-138-55146-6: £26.99 eBook: 978-1-315-14758-1 Prev. Ed Hb: 978-0-415-46846-6 * For full contents and more information, visit: www.routledge.com/9781138551459

Grounded in Critical Race Theory (CRT), Black Men in Law School refutes the claim that when African American law students are "mismatched" with more selective law schools, the result is lower levels of achievement and success. Presenting personal narratives and counter-stories, Jackson demonstrates the inadequacy of the mismatch theory and deconstructs the ways race is constructed within American public law schools. Routledge Market: Education April 2018: 229 x 152: 192pp Hb: 978-1-138-24141-1: £105.00 eBook: 978-1-315-28045-5 * For full contents and more information, visit: www.routledge.com/9781138241411

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Analysing Talk in Educational Research

Black Women College Students

Susan Rodrigues, Liverpool Hope University, UK.

A Guide to Student Success in Higher Education

Analysing Talk in Educational Research is the go-to guide for all educational researchers collecting data in the form of talk. Through the lens of three theoretical approaches: systemic functional linguistics, positioning theory, social referencing theory, this book guides the reader through the practical considerations required during the data collection phase, explains the theory underpinning the three talk analysis approaches and provides practical examples of how to conduct an analysis of talk. This concise, focussed guide provides all of the advice needed to implement robust analytical techniques and analyse talk data. Routledge Market: Education/Research Methods January 2018: 216x138: 78pp Hb: 978-1-138-08709-5: £45.00 eBook: 978-1-315-11068-4 * For full contents and more information, visit: www.routledge.com/9781138087095

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Articulating Asia in Japanese Higher Education Policy, Partnership and Mobility Jeremy Breaden, Monash University, Australia. Series: Routledge Research in Higher Education This book is a study of cross-border activity in and around Japanese universities, employing ‘Asia’ as the cornerstone of inquiry. It offers qualitative, case-based analysis of Asia-oriented student mobility and partnership projects, framed by critical evaluation of discourses and texts concerning Japan’s positioning in an era of Asian ascendancy. This combination of Asia as theme and international higher education as empirical subject matter allows the book to shed new light on some of the fundamental policy currents in contemporary Japan. It also furnishes a fresh approach to comprehending the modalities of regionalism and regionalisation in the sphere of higher education. Routledge Market: Education January 2018: 234x156: 160pp Hb: 978-1-138-22649-4: £115.00 eBook: 978-1-315-39758-0 * For full contents and more information, visit: www.routledge.com/9781138226494

Felecia Commodore, Old Dominion University, USA, Dominique J. Baker, Southern Methodist University, USA and Andrew T. Arroyo, Norfolk State University, USA Series: Key Issues on Diverse College Students The latest book in the Key Issues on Diverse College Students series explores the state of Black women students in higher education. Delineating key issues, proposing an original student success model, and describing what institutions can do to better support this group, this important book provides a succinct but comprehensive exploration of this underrepresented and often neglected population on college campuses. Full of practical recommendations for working across academic and student affairs, this is a useful guide for administrators, faculty, and practitioners interested in creating pathways for Black female college student success. Routledge Market: Education February 2018: 229 x 152: 160pp Hb: 978-1-138-65939-1: £115.00 Pb: 978-1-138-65940-7: £29.99 eBook: 978-1-315-62024-4 * For full contents and more information, visit: www.routledge.com/9781138659391

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Changing European Academics A Comparative Study of Social Stratification, Work Patterns and Research Productivity Marek Kwiek, University of Poznan, Poland Series: Research into Higher Education European academics have been at the centre of ongoing higher education reforms, as changes in university governance and funding have led to changes in academic work and life. Discussing the academic profession and, most importantly, its increasing stratification across Europe, Changing European Academics explores the drivers of these changes as well as their current and expected results. Examining eleven national higher education systems, it provides a panoramic view of the European academic profession and confronts misconceptions of academic work and life with compelling results and detailed analyses. A thoughtful, comprehensive study of the changing academic profession in Europe, this book will be of interest to higher education practitioners, managers and policy makers, both in Europe and globally. Routledge Market: Higher Education October 2018: 234x156: 240pp Hb: 978-0-815-39647-5: £105.00 eBook: 978-1-351-18204-1 * For full contents and more information, visit: www.routledge.com/9780815396475

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China’s Global Rise

Contemporary Theories of Career Development

Higher education, diplomacy and identity

International Perspectives

Suyan Pan, Hong Kong Institute of Education, Hong Kong Series: Routledge Research in International and Comparative Education

Edited by Nancy Arthur, University of Calgary, Canada and Mary McMahon, University of Queensland, Australia.

This book examines the rise of China’s global profile in the international higher education community. It identifies the diplomatic role of higher education in China’s politico-economic development over a century, and how the role has been shaped by China’s self-identity as a great power in the world. This book provides an understanding of linkage between higher education and China’s international influence, and a scholarly discussion of what Chinese higher education tells about China’s international relations, especially the aims, means, and nature of China’s rise as a global power.

Contemporary Theories of Career Development brings together the contributions of theorists from around the globe, whose work represents cutting-edge international approaches to career development theory. Filling a void in the field of theory-informed career development practice, this book shines a light on the previously limited representation and acknowledgment of contemporary theories and international perspectives of career development. The detailed, reader-friendly description of theory, supplemented by international research, case examples and reflective discussion questions will provide a stimulus for researchers and practitioners to implement the theories in their work.

Routledge Market: Education June 2018: 234x156: 232pp Hb: 978-1-138-68062-3: £105.00 eBook: 978-1-315-56401-2 * For full contents and more information, visit: www.routledge.com/9781138680623

Routledge Market: Higher Education October 2018: 224pp Hb: 978-1-138-27997-1: £90.00 Pb: 978-1-138-27998-8: £29.99 eBook: 978-1-315-27617-5 * For full contents and more information, visit: www.routledge.com/9781138279971

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Chinese Students in UK Further Education

Conversations on Embodiment across Higher Education

Examining Aspirations, Motivations and Choices Rosemary A. Reynolds, University of Reading, UK Chinese students in the UK have been increasing in number for many years, yet competition from other Western educators and increasing investment in China’s own education system has led to concern that UK institutions may soon see a decline in their market share. Dr. Reynolds addresses this issue in Chinese Students in UK Further Education by attempting to understand students’ experiences from their perspective.

Practice, teaching and research Edited by Jennifer Leigh, University of Kent, UK Series: Routledge Research in Higher Education Academics using embodied approaches can be found across a wide variety of disciplines, fields and settings in the academy. Embodiment is however, a contested term and the literature is fragmented, particularly in the field of Higher Education. This has resulted in isolated silos of work that are not easily able to draw on previous or related knowledge in order to support and progress understanding. Embodiment in Higher Education brings a cohesive understanding to congruent approaches by drawing on discussions between academic teachers, researchers and practitioners in order to explore how they have used embodiment in their work.

Routledge Market: Education January 2018: 234x156: 216pp Hb: 978-1-138-22659-3: £115.00 eBook: 978-1-315-39726-9 * For full contents and more information, visit: www.routledge.com/9781138226593

Routledge Market: Education September 2018: 234x156 Hb: 978-1-138-29004-4: £105.00 eBook: 978-1-315-26666-4 * For full contents and more information, visit: www.routledge.com/9781138290044

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Chinese-Foreign Cooperation in Running Schools

Cooperative Education in Asia

Edited by Lin Jinhui

History, Present and Future Issues

This book contains a comprehensive introduction and in-depth study on CFCRS; and includes comparative studies on the development of international branch campuses of several countries. This volume was originally published as a special issue of Chinese Education and Societies.

Edited by Yasushi Tanaka, Kyoto Sangyo University, Japan Series: Routledge Research in International and Comparative Education

Routledge Market: Education March 2018: 246x174: 126pp Hb: 978-1-138-56459-6: £115.00 * For full contents and more information, visit: www.routledge.com/9781138564596

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This book discusses the historical background, present situation and future issues of cooperative education in eight Asian countries – Japan, China, Korea, Hong Kong, Vietnam, Malaysia, Thailand, and Singapore. It analyses how each country manages to generate a graduate labour force with a high level of education, as well as practical skills through cooperative education and to match them to appropriate jobs. Each chapter is written with particular emphases on historical background and socioeconomic environment of cooperative education, and describes how cooperative education is perceived by its stakeholders, namely, universities, students, companies, as well as the government. Routledge Market: Education July 2018: 234x156: 224pp Hb: 978-1-138-22457-5: £105.00 eBook: 978-1-315-40202-4 * For full contents and more information, visit: www.routledge.com/9781138224575

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Creating a Culturally Inclusive Campus

Developing Transformative Spaces in Higher Education

A Guide to Supporting International Students

Barbara J. Hoekje, Drexel University, USA and Scott G. Stevens, University of Delaware, USA

Learning to Transgress

Sharing case studies of students and examples of innovative initiatives, this book explores strategies and key recommendations for universities to re-conceptualize their programs to better welcome and support international students. Emphasizing the relational aspect of academic, and campus life, the authors provide a framework that supports students from initial contact through graduation. Carefully researched and addressing issues of language, engagement, and culture, Creating a Culturally Inclusive Campus offers universities innovative strategies for helping all students‘ fulfull their academic goals while also contributing meaningfully to their school’s global

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being.

mission. Routledge Market: Education December 2017: 229 x 152: 224pp Hb: 978-0-415-78673-7: £115.00 Pb: 978-0-415-78674-4: £29.99 eBook: 978-1-315-22672-9 * For full contents and more information, visit: www.routledge.com/9780415786744

Edited by Sue Jackson, Birkbeck University of London, UK Series: Routledge Research in Higher Education

Routledge Market: Education/Social Justice April 2018: 234x156: 280pp Hb: 978-1-138-74230-7: £115.00 eBook: 978-1-315-18242-1 * For full contents and more information, visit: www.routledge.com/9781138742307

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Critical Perspectives on Hazing in Colleges and Universities

Educational Challenges at Minority Serving Institutions

Disrupting Hazing Culture Edited by Cristobal Salinas, Florida Atlantic University, USA and Michelle Boettcher, Clemson University, USA This important resource explores the political, cultural, and historical context to hazing at colleges and universities, as well as highlighting the diverse settings where hazing occurs on campus. Grounded in empirical practice and research, chapter authors highlight current hazing policies and implications to student success, while providing promising and best practices. Challenging common myths surrounding hazing, this volume helps higher education and student affairs practitioners understand the implications of hazing policy while providing practical tools for fostering safe and productive organizations on campus. Routledge Market: Education September 2018: 229 x 152: 161pp Hb: 978-1-138-03851-6: £95.00 Pb: 978-1-138-03852-3: £21.99 eBook: 978-1-315-17731-1 * For full contents and more information, visit: www.routledge.com/9781138038516

Edited by Marybeth Gasman, University of Pennsylvania, USA, Andrés Castro Samayoa, University of Pennsylvania, USA, William Casey Boland, University of Pennsylvania, USA and Paola "Lola" Esmieu, University of Pennsylvania, USA Minority Serving Institutions are responsible for educating 20 percent of the nation’s college students and nearly 40 percent of the nation’s students of color. This important book focuses on the challenges faced by MSIs within the larger higher education context and provides practical solutions to address these challenges. From performance-based funding, to issues of being dually designated MSIs, to articulation agreements with community colleges to college readiness, the authors tackle the most important topics in higher education by exploring these varied topics through the lens of MSIs. Routledge Market: Education December 2017: 229 x 152: 220pp Hb: 978-1-138-57259-1: £110.00 Pb: 978-1-138-57261-4: £35.99 eBook: 978-0-203-70198-0 * For full contents and more information, visit: www.routledge.com/9781138572614

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Critical Theory and Qualitative Data Analysis in Education

Enhancing the Freedom to Flourish in Higher Education

Edited by Rachelle L Winkle-Wagner, University of Wisconsin – Madison, USA, Jamilla Lee-Johnson, University of Wisconsin- Madison, USA and Ashley Gaskew, University of Wisconsin-Madison, USA

Talita Calitz, Postdoctoral Research Fellow at the Centre for Research on Higher Education and Development, South Africa Series: Research into Higher Education

Critical Theory and Qualitative Data Analysis offers a path-breaking explanation of how critical theories can be used within the analysis and interpretation of qualitative data to inform research process, such as data collection, analysis, and interpretation. This contributed volume offers examples of qualitative data analysis techniques and exemplars of empirical studies that employ critical theory concepts in data analysis. By creating a clear and accessible bridge between theory and the practice of analyzing qualitative data, this book helps scholars and researchers effectively use critical social theory for more equitable outcomes and disruption of historical and contemporary inequality.

Enhancing the The Freedom to Flourish in Higher Education explores what student narratives can offer into the complex debate of why some students flourish at university, while others are marginalized. Vulnerable undergraduate students are positioned precariously within institutions and have fewer opportunities to convert academic resources into equal participation. Given these inequalities, this theoretically sound, empirically enlightening and practical text suggests what might improve matters, enhancing opportunities for equal participation. Building on qualitative research from case studies, this text will form informative reading for all keenly interested in student engagement.

Routledge Market: Education August 2018: 229 x 152: 240pp Hb: 978-1-138-06700-4: £95.00 Pb: 978-1-138-06703-5: £29.99 eBook: 978-1-315-15886-0 * For full contents and more information, visit: www.routledge.com/9781138067004

Routledge Market: Higher Education May 2018: 234x156: 200pp Hb: 978-1-138-63382-7: £90.00 Pb: 978-1-138-63383-4: £29.99 * For full contents and more information, visit: www.routledge.com/9781138633827

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External Higher Education Quality Assurance in China

Graduate Students’ Experiences Becoming Qualitative Researchers

Edited by Liu Shuiyun, Beijing Normal University, China

An Ethnographic Study

This book analyses the external quality assurance system of higher education in China. It brings together scholarship on this topic by renowned Chinese experts, reporting and discussing recent policy developments and research. This volume was originally published as a special issue of Chinese Education and Society.

Char Ullman, The University of Texas at El Paso, USA, Kate Mangelsdorf and Jair Munoz Series: Routledge Research in Education An ethnographic study of how doctoral students become researchers and writers, this book examines the dissertation writing process from the perspective of students, faculty, and advisors and offers pedagogical implications. Focusing on students from traditionally underrepresented groups—specifically Latino, African American, differently abled, and queer students—this book explores how students from two disciplines (Education and Composition Studies) who were enrolled in a year-long ethnographic research course developed into researchers and writers.

Routledge Market: Education February 2018: 246x174: 124pp Hb: 978-1-138-56438-1: £105.00 * For full contents and more information, visit: www.routledge.com/9781138564381

Routledge Market: Education August 2018: 229 x 152: 226pp Hb: 978-1-138-08730-9: £105.00 eBook: 978-1-315-11056-1 * For full contents and more information, visit: www.routledge.com/9781138087309

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Global Perspectives on Teaching Excellence

Handbook of Quality Assurance for University Teaching

A new era for higher education Edited by Christine Broughan, Graham Steventon and Lynn Clouder This timely book explores the notion of teaching excellence from a variety of international experts whose views will shape how teaching is measured and valued in higher education. It guides the reader to understand the complex terrain from which teaching excellence is foregrounded and highlights the issues and controversies surrounding the efficiency of a reductionist approach. By reflecting on what the implementation of teaching quality frameworks and teaching excellence awards mean for the global brand of Universities as well as its students it offers suggestions as to how such initiatives, implemented sensitively and appropriately might serve to drive up excellence across the sector. Routledge Market: Education/Higher Education February 2018: 234x156: 224pp Hb: 978-0-415-79314-8: £105.00 Pb: 978-0-415-79315-5: £29.99 eBook: 978-1-315-21125-1 * For full contents and more information, visit: www.routledge.com/9780415793148

Roger Ellis, University of Chester, UK and Elaine Hogard, University of Chester, UK Assuring quality for teaching and learning is now a major challenge for universities and a major determinant of their funding. This practical and authoritative handbook provides a comprehensive overview of issues and approaches to assuring quality in university teaching. It contains a wealth of ideas and practical advice and has contributions from major international figures including the outgoing chief executives of the Quality Assurance Agency and the Higher Education Academy. This book is international in reference, research based, and full of practical advice and will be an invaluable and unique resources for lecturers, subject leaders, university managers, and quality assessors. Routledge Market: Higher Education May 2018: 246x174: 464pp Hb: 978-1-138-73378-7: £105.00 Pb: 978-1-138-73380-0: £29.99 eBook: 978-1-315-18751-8 * For full contents and more information, visit: www.routledge.com/9781138733787

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Graduate Careers in Context

Higher Education Service-Learning in Europe

Research, Policy and Practice

Developing a Culture of Civic Engagement

Edited by Fiona Christie, University of Salford, UK and Ciaran Burke, University of Ulster, Northern Ireland Series: Routledge Research in Higher Education

Edited by Pilar Aramburuzabala, Lorraine McIlrath and Héctor Opazo

Understanding Graduate Careers brings researchers and careers professionals together for the first time in order to provide a better understanding of graduate careers. Once an institution that existed on the fringes of the economy, the university now plays a central role in economic and social policy. Yet, due to the slowing pace of the knowledge economy, recent economic events and the rapid expansion of higher education, it now seems that the supply of graduates exceeds the market’s demands. Drawing on varied perspectives, the book provides a comprehensive examination of these issues and explores the graduate labour market's relationship to higher education and public policy. Routledge Market: Education May 2018: 234x156 Hb: 978-1-138-30176-4: £105.00 eBook: 978-0-203-73228-1 * For full contents and more information, visit: www.routledge.com/9781138301764

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Developed from the successful EU Erasmus+ funded project ‘Europe Engage’ this book promotes service-learning as a pedagogical approach that develops civic engagement within higher education. By bringing together a range of universities from across Europe and exploring the idea of the civic university through service-learning, this text presents a contemporary view of service-learning and community engagement. It provides conceptual and practical tools for teaching, researching and practicing service-learning and exposes service-learning as a key approach in terms of embedding a culture of political and civic literacy within higher education. Routledge Market: Education/ Higher Education August 2018: 234x156: 250pp Hb: 978-1-138-08973-0: £95.00 Pb: 978-1-138-08974-7: £29.99 eBook: 978-1-315-10905-3 * For full contents and more information, visit: www.routledge.com/9781138089730

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4th Edition • TEXTBOOK • READER

How Colleges Change

Linking Theory to Practice

Understanding, Leading, and Enacting Change

Case Studies for Working with College Students

Adrianna Kezar, University of Southern California, USA Joining theory and practice, How Colleges Change unmasks problematic assumptions that university leaders and change agents typically possess and provides research-based principles for approaching change. Framed by decades of research, this monumental book offers fresh insights into understanding, leading, and enacting change. Recognizing that internal and external conditions shape and frame change processes, Kezar presents an overarching practical framework that can be applied to any organizational challenge and context. Routledge Market: Education August 2018: 229 x 152: 280pp Hb: 978-1-138-56262-2: £125.00 Pb: 978-1-138-56264-6: £42.99 eBook: 978-1-315-12117-8 Prev. Ed Hb: 978-0-415-53205-1 * For full contents and more information, visit: www.routledge.com/9781138562622

Edited by Frances K. Stage, New York University, USA and Steven M. Hubbard, New York University, USA Framed by an overview of theories that guide student affairs practice, the cases in this book present a challenging array of problems that student affairs and higher education personnel face on campus, such as racial diversity, alcohol abuse, and student activism. This revised 4th edition contains 20 new cases reflecting current campus issues, including identity, study abroad, social media, bullying, housing and food insecurity, student activism, and other perennial campus issues. An excellent teaching tool, this book provides a comprehensive and realistic set of challenges to prepare aspiring student affairs professionals for the increasingly complex college environment. Routledge Market: Education October 2017: 229 x 152: 244pp Hb: 978-1-138-72095-4: £120.00 Pb: 978-1-138-72096-1: £35.99 eBook: 978-1-315-19479-0 Prev. Ed Pb: 978-0-415-89870-6 * For full contents and more information, visit: www.routledge.com/9781138720961

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Improving Opportunities to Engage in Learning

Masculinity and Student Success in Higher Education

A Study of the Access to Higher Education Diploma Nalita James and Hugh Busher Series: Routledge Research in Higher Education Little has been written about the importance of the Access to Higher Education Diploma and the impact it has on changing non-traditional adult learners’ lives, particularly those who come from disadvantaged backgrounds. This is the first book based on empirical research to show the importance of Access to Higher Education courses in England, from the perspectives of the students and tutors. Chapters explore students’ struggles with institutional and social structures in the current political and socio-economic climate, before identifying how the transformation of their learner identities is facilitated in the courses by collaborative cultures and supportive tutors. Routledge Market: Higher Education April 2018: 234x156: 224pp Hb: 978-1-138-94340-7: £105.00 eBook: 978-1-315-67247-2 * For full contents and more information, visit: www.routledge.com/9781138943407

Jonathan M. Bowman, University of San Diego, USA and D. Craig Filar, Florida State University, USA Series: Key Issues on Diverse College Students This practical resource identifies complex issues associated with masculinity in higher education, providing administrators and faculty with research-based strategies for supporting the success of this student group. Grounded in interdisciplinary social science theories and representative case studies, this book unpacks the experience of college men while simultaneously addressing the various identities they embrace or are assigned. Masculinity and Student Success in Higher Education shares strategies on increasing enrollment, engagement, and persistence of men in higher education across racial, ethnic, and socioeconomic distinctions. Routledge Market: Education January 2018: 229 x 152: 140pp Hb: 978-1-138-68601-4: £115.00 Pb: 978-1-138-68602-1: £26.99 eBook: 978-1-315-54286-7 * For full contents and more information, visit: www.routledge.com/9781138686021

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Learning as a Creative and Developmental Process in Higher Education

Neoliberalism, Gender and Education Work

A Therapeutic Arts Approach and its Wider Application Edited by Clive Holmwood, Director of Creative Solutions Therapy Ltd, UK. and Judie Taylor This unique book extends beyond the usual focus on implementing creative methods in learning, teaching and assessing within higher education, to an examination of creativity as central to learning and as a transformative process through which the student gains personal learning. More specifically, Learning as a Creative and Developmental Process in Higher Education examines teaching and learning in higher education as a creative process within the context of a facilitative tutor-student relationship environment. Contributions to the book also examine some of the challenges and tensions of such an approach within the context of arts-based subjects in higher education institutions. Routledge Market: Education/Art October 2018: 234x156 Hb: 978-1-138-30695-0: £105.00 eBook: 978-1-315-14214-2 * For full contents and more information, visit: www.routledge.com/9781138306950

Edited by Sarah A. Robert, Heidi Pitzer and Ana Luisa Muñoz García Gathering research from across four continents and education settings ranging from elementary school to higher education, to popular social movements, the methodologically diverse case studies in this book offer insight into how teachers and students negotiate the intertwined logics of neoliberalism and gender. It was originally published as a special issue of Gender and Education.

Routledge Market: Education/Neoliberalism/Gender March 2018: 246x174: 146pp Hb: 978-0-815-38266-9: £115.00 * For full contents and more information, visit: www.routledge.com/9780815382669

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Perspectives on the Internationalisation of Higher Education

Public Policy and Higher Education

Edited by David Law and Michael Hoey, University of Liverpool, UK University of Liverpool, UK Every university in the world wants to become more international in outlook and networked across continents. Here is a collection of essays designed to help managers find solutions to the problems they face. This book was originally published as a special issue of Perspectives: Policy and Practise in Higher Education.

Routledge Market: Education/International Education October 2017: 297x210: 124pp Hb: 978-1-138-06332-7: £115.00 * For full contents and more information, visit: www.routledge.com/9781138063327

Reframing Strategies for Preparation, Access, and College Success Edward P. St. John, University of Michigan, USA, Nathan Daun-Barnett, University at Buffalo, USA and Karen M. Moronski-Chapman, Data Analysis for Institutional Effectiveness at Daemen College in Amherst, NY Series: Core Concepts in Higher Education Public Policy and Higher Education provides readers with new ways to analyze complex state policies and offers the tools to examine how policies affect students’ access and success in college. Rather than arguing for a single approach, the authors examine how policymakers and higher education administrators can work to inform and influence change within systems of higher education using research-based evidence along with consideration of political and historical values and beliefs. This textbook is an invaluable resource for graduate students, administrators, policymakers, and researchers who seek to learn more about the crucial contexts underlying policy decisions and college access. Routledge Market: Education March 2018: 254 x 178: 368pp Hb: 978-1-138-65549-2: £120.00 Pb: 978-1-138-65550-8: £36.99 eBook: 978-1-315-62245-3 * For full contents and more information, visit: www.routledge.com/9781138655492

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Plagiarism in Higher Education

Re-envisioning the Public Research University

Reflections on teaching practice

Tensions and Demands

Edited by Diane Pecorari, Linnaeus University, Sweden and Philip Shaw, Stockholm University, Sweden Series: Research into Higher Education

Edited by Andrew Furco, Robert Bruininks, Robert J. Jones and Kateryna Kent Series: Routledge Research in Higher Education

All university teachers encounter plagiarism sooner or later, and can deal with it most effectively if they have a solid understanding of the issues surrounding it. Plagiarism in Higher Education enables such an understanding. This well-written, competently argued and thoughtful book brings together an internationally renowned group of experts. Each chapter poses a question about an essential aspect of plagiarism, then examines the central theoretical, ethical and technical questions which surround it. The answers provided are rarely unequivocal. However, readers will be able to say, 'I'd never thought about it that way before, but now I understand what's happening in my classroom'. Routledge Market: Higher Education July 2018: 234x156: 212pp Hb: 978-1-138-05515-5: £90.00 Pb: 978-1-138-05516-2: £29.99 eBook: 978-1-315-16614-8 * For full contents and more information, visit: www.routledge.com/9781138055155

In this edited collection, contributors explore how contemporary tensions and demands on public research universities influence and transform institutional policies, structures, and culture as these institutions strive to remain relevant and competitive. With a focus on one Midwestern university, this volume hones in on how public research universities repurpose themselves to address many contemporary challenges, including globalization, interdisiplinarity, public engagement, and the role of technology in higher education. Each chapter identifies a critical issue that today’s public research universities face and offer diverse perspectives on ways to navigate and overcome these tensions. Routledge Market: Education May 2018: 229 x 152: 260pp Hb: 978-1-138-08737-8: £105.00 eBook: 978-1-315-11052-3 * For full contents and more information, visit: www.routledge.com/9781138087378

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Possible Selves and Higher Education

Research Impact and the Early Career Researcher

New Interdisciplinary Insights

Edited by Julie Bayley, Kieran Fenby-Hulse, Emma Heywood and Kate Walker

Edited by Holly Henderson, Jacqueline Stevenson and Ann-Marie Bathmaker Series: Research into Higher Education Providing a new, interdisciplinary perspective on the possible selves concept, this book interrogates the vital role of imagined futures in student, professional and academic lives, against the backdrop of neoliberalised, globalised education systems. Sustaining a focus on sociological and psychological approaches to educational inequalities and exclusionary practices, this book argues for new cross-disciplinary theorisations of educational temporality, exploring the methodological and empirical potential of such thinking. This book forms an essential and influential text for both students and academics, engaging in the vital topic of how concepts of our future selves affect and limit educational outcomes.

By documenting experiences and perspectives on the emerging concept of research impact, this book provides an insight into how increasing attention on impact is influencing, shaping, and changing the research practice of early career researchers. Exploring the matter from conceptual, critical, empirical and reflective points of view this book offers suggested ways forward whilst actively challenging what constitutes research impact. By studying what impact is, as well as the opportunities and challenges it brings, this text provides grounding for what research impact really means for the early career researcher. Routledge Market: Education/Higher Education October 2018: 234x156: 250pp Hb: 978-1-138-56204-2: £105.00 Pb: 978-1-138-56207-3: £29.99 eBook: 978-0-203-71010-4 * For full contents and more information, visit: www.routledge.com/9781138562042

Routledge Market: Education August 2018: 234x156: 192pp Hb: 978-1-138-09799-5: £95.00 Pb: 978-1-138-09803-9: £26.99 eBook: 978-1-315-10459-1 * For full contents and more information, visit: www.routledge.com/9781138097995

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Reversing the Cult of Speed in Higher Education

The Doctorate as Experience in Europe and Beyond

The Slow Movement in the Arts and Humanities

A Comparative Study of Supervision, Languages and Identities in Higher Education Systems

Edited by Jonathan Chambers and Stephannie Gearhart A collection of essays written by arts and humanities scholars across disciplines, this book argues that higher education has been compromised by its uncritical acceptance of our culture’s standards of productivity, busyness, and speed. Inspired by the slow movement, contributors explain how and why university culture has come to value productivity over contemplation and rapidity over slowness. Concerned with the role of the arts and humanities in a sped-up higher education system, chapter authors critique the scapegotization of these fields as "useless" subjects, and proposes possible solutions to reevaluate and counteract their marginalization. Routledge Market: Education November 2018: 229 x 152: 304pp Hb: 978-1-138-08028-7: £105.00 eBook: 978-1-315-11355-5 * For full contents and more information, visit: www.routledge.com/9781138080287

Edited by Michael Byram and Maria Stoicheva, Sofia University Series: Routledge Research in Higher Education Within the well-documented and widespread internationalisation of higher education, doctoral studies have attracted less attention than other sectors. This unique book presents an account of the experience of completing a doctorate from the perspectives of researchers, supervisors and others involved, and is the first to deal in-depth with doctoral studies though qualitative data, interpretative methods and emphasising insider perspectives. Drawing on in-depth interviews with international participants, it provides case studies and comparative analysis of the dimensions of researcher identity, processes of supervision and the use of languages for teaching/learning and conducting research. Routledge Market: Education October 2018: 234x156: 256pp Hb: 978-0-815-38028-3: £105.00 eBook: 978-1-351-21358-5 * For full contents and more information, visit: www.routledge.com/9780815380283

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Survive and Thrive in Academia

The Ecological University

The New Academic’s Pocket Mentor

A Feasible Utopia

Kate Woodthorpe Acting as a pocket mentor, this text provides hands-on advice and guidance about how to make strategic decisions that will enable the early career academic to fulfil their institutional responsibilities while also establishing themselves as an academic name and maintaining personal satisfaction in their work. This book analyses political, social, economic and cultural forces; advises on leadership skills, management techniques and emotional agility and provides a timely review of higher education developments. This text uncovers and explains the strategic moves that early career academics can make to progress their career within an ever evolving climate. Routledge Market: Education/Higher Education June 2018: 246x174: 200pp Hb: 978-1-138-04865-2: £90.00 Pb: 978-1-138-04866-9: £24.99 eBook: 978-1-315-17005-3 * For full contents and more information, visit: www.routledge.com/9781138048652

Ronald Barnett, Institute of Education, University of London, UK Within this timely publication Ronald Barnett sets out his own idea of the university. By looking at matters such as the challenges of learning, professional life and research and inquiry, this book outlines just what it could mean for higher education institutions to understand and to realise themselves as exemplars of the ecological university. The term ‘ecology’ in this sense to go well beyond the natural environment to embrace all the ecosystems around the university, and over which the university stretches. This book provides a bold, original and substantial idea of the university and contains practical principles for the development of universities and their systems. Routledge Market: Education/ Higher Education October 2017: 234x156: 214pp Hb: 978-1-138-72072-5: £105.00 Pb: 978-1-138-72076-3: £29.99 eBook: 978-1-315-19489-9 * For full contents and more information, visit: www.routledge.com/9781138720763

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The Changing Face of Higher Education

The Education Ecology of Universities

Is there an international crisis in the humanities

Integrating Learning, Strategy and the Academy

Edited by Dennis A. Ahlburg, Trinity University, USA Series: International Studies in Higher Education

Robert A. Ellis and Peter Goodyear Series: Research into Higher Education

The Changing Face of Higher Education explores whether the humanities are in crisis, what form that crisis takes, and what the responses should be. Examinging the state of the humanities in ten countries, this book disectes the claim that there is a worldwide crisis and investigaties the data used to support this claim. By carefully evaluating competing claims from the US, UK, Australia and selected countries in Europe, Asia, the Middle East, Africa, and Latin America, this volume will conclude with a ground-breaking discussion of the implications of a crisis in the humanities for higher education and the educational system as a whole.

Arguing that university teaching and learning ecosystems can be assessed in terms of their balance, feedback and self-correction, The Education Ecology of Universities demonstrates the benefits of institutional flexibility and self-awareness. Examining issues such as new pedagogies, campus renewal, and digital agendas, the book highlights the opportunities and challenges facing universities, and then uses the Australian higher education sector as a case study to predict what issues are likely to arise internationally over the next 10 years. Considering over 50 interviews with educational, technology and facility leaders, the book offers an evaluation framework for any education leader or stakeholder, helping readers understand how universities can thrive in a changing higher education context.

Routledge Market: Higher Education June 2018: 229 x 152: 300pp Hb: 978-1-138-24483-2: £105.00 Pb: 978-1-138-24485-6: £34.99 eBook: 978-1-315-27660-1 * For full contents and more information, visit: www.routledge.com/9781138244832

Routledge Market: Higher Education September 2018: 234x156: 256pp Hb: 978-0-815-35364-5: £105.00 Pb: 978-0-815-35365-2: £29.99 eBook: 978-1-351-13586-3 * For full contents and more information, visit: www.routledge.com/9780815353645

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2nd Edition • NEW EDITION

The Future Agenda for Internationalization in Higher Education

The Reviewer’s Guide to Quantitative Methods in the Social Sciences

Next Generation Insights into Research, Policy, and Practice

Edited by Gregory R. Hancock, University of Maryland, College Park, USA, Laura M. Stapleton and Ralph O. Mueller

Edited by Douglas Proctor and Laura E. Rumbley, Boston College, USA Series: Internationalization in Higher Education Series The Future Agenda for Internationalization in Higher Education seeks to amplify current understandings of key issues related to internationalization around the world, but also to shine a light on possible future agendas for this important aspect of contemporary higher education. This book gives primacy to "next generation" perspectives and focuses specifically on dimensions of internationalization that are known to be under-researched. Building recent momentum, this volume presents new modes for exploring and understanding distinct aspects of the phenomenon, and new topics relevant to its development and implementation Routledge Market: Higher Education May 2018: 234x156: 224pp Hb: 978-1-138-28978-9: £105.00 Pb: 978-1-138-28979-6: £29.99 eBook: 978-1-315-26690-9 * For full contents and more information, visit: www.routledge.com/9781138289789

Now in its second edition, The Reviewer’s Guide to Quantitative Methods in the Social Sciences provides evaluators of research manuscripts and proposals in the social and behavioral sciences with the resources they need to read and assess quantitative work. Its chapters cover both traditional and emerging methods of quantitative data analysis, which neither junior nor veteran reviewers can be expected to know in detail. The book updates readers on each technique’s key principles, appropriate usage, underlying assumptions, and limitations. It thereby assists reviewers to offer constructive commentary, and also serves as a reference for preparing sound research manuscripts and proposals. Routledge Market: Education August 2018: 246x174: 608pp Hb: 978-1-138-80012-0: £150.00 Pb: 978-1-138-80013-7: £41.99 eBook: 978-1-315-75564-9 Prev. Ed Hb: 978-0-415-96507-1 * For full contents and more information, visit: www.routledge.com/9781138800120

3rd Edition • NEW EDITION

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The Higher Education Manager's Handbook

The Sustainability of Higher Education in an Era of Post-Massification

Effective Leadership and Management in Universities and Colleges Peter McCaffery, London South Bank University, UK The Higher Education Manager's Handbook, 3ed draws on professional best practice and provides practical advice by tackling all of the key areas central to the job of managing in higher education. Each of the chapters provides a commentary and analysis of the particular role aspect under review, and offers guidance on good practice, including case study examples and self-assessment tools. Covering new ground such as the higher education landscape, diversity and freedom of speech and your first 100 days, this book addresses the needs of all those who manage in higher education institutions and makes explicit the competencies and skills required to be an effective manager. Routledge Market: Education/Higher Education October 2018: 246x174: 450pp Hb: 978-0-815-37027-7: £105.00 Pb: 978-0-815-37028-4: £35.99 eBook: 978-1-351-24974-4 Prev. Ed Hb: 978-0-415-47042-1 * For full contents and more information, visit: www.routledge.com/9780815370277

Edited by Deane E. Neubauer, University of Hawaii, USA, Ka Ho Mok, Lingnan University, Hong Kong and Jin Jiang, Lingnan University, Hong Kong Series: Routledge Critical Studies in Asian Education This volume examines the sustainability of higher education massification throughout the Asia Pacific region. The massification of higher education has swept across the region over the past three decades in complex and astounding ways in some cases. The book inquires after the many faces that higher education massification is taking in varied country settings and seeks to identify the more important implications that follow. It discusses massification and its sustainability within the region’s complex contexts and addresses the issues of implications, challenges, and limitations. Routledge Market: Education November 2017: 234x156: 148pp Hb: 978-1-138-73604-7: £105.00 eBook: 978-1-315-18612-2 * For full contents and more information, visit: www.routledge.com/9781138736047

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The Place of Humanities in Our Universities

Towards the Private Funding of Higher Education

Edited by Mrinal Miri, Former MP Rajya Sabha; former Chairman, Indian Council of Philosophical Research, New Delhi; Director, Indian Inst. of Advanced Study, Shimla; Vice-Chancellor, North-Eastern Hill University, Shillong This volume examines the critical role of the humanities in universities in India and attempts to redefine its place, meaning and function in education. Bringing together distinguished scholars in the country, it debates the status and predicament of the humanities in the academic programmes within universities. The issues raised here touch upon the entire gamut of problems that a university faces in finding an adequate, rightful and wholesome place for the humanities in its academic curriculum. The volume also presents an instructive debate on the so-called appropriation of traditional social science concerns by other departments. Routledge India Market: Education / Higher Education / Humanities / Social Science November 2017: 216x138: 214pp Hb: 978-1-138-68859-9: £115.00 eBook: 978-1-351-25250-8 * For full contents and more information, visit: www.routledge.com/9781138688599

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Ideological and Political Struggles Edited by David Palfreyman, Ted Tapper and Scott Thomas Series: International Studies in Higher Education Funding Higher Education presents a contemporary global picture of the move towards the privatisation of higher education. Using multiple national and regional examples to analyse the various pressures for privatisation, this book examines the different forms privatisation has taken whilst offering an analytical interpretation of why the privatisation drive emerged, why it has been resisted in some instances, and what forms it is likely to assume in the future. This book illustrates and challenges the emergence of a new relationship between the university, government and society – a relationship steered by the operation of a state-regulated market. Routledge Market: Higher Education November 2017: 229 x 152: 192pp Hb: 978-1-138-68978-7: £105.00 eBook: 978-1-315-53741-2 * For full contents and more information, visit: www.routledge.com/9781138689787

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HIGHER EDUCATION

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Transition: in, through and out of Higher Education

Universities and the Occult Rituals of the Corporate World

Edited by Ruth Matheson, Tangney Sue, MARK SUTCLIFFE and Poole Nicole Transition: in, through and out of Higher Education provides a theoretical and practical perspective to transition in Higher Education. Exploring the underlying pedagogy related to student transition, this book identifies different stages and themes that emerge within the literature. Closely linked to case studies showing best practice, readers are provided with practical activities that can be used or adapted to address the needs of students. With student engagement and integration at the centre of all teaching methodologies explored, this book addresses the need for transition to be considered across the whole life-cycle of students within higher education, including post-graduate study. Routledge Market: Higher Education July 2018: 234x156: 200pp Hb: 978-1-138-68217-7: £90.00 Pb: 978-1-138-68218-4: £29.99 eBook: 978-1-315-54533-2 * For full contents and more information, visit: www.routledge.com/9781138682177

Higher Education and Metaphorical Parallels with Myth and Magic Felicity Wood, University of Fort Hare, South Africa Series: Routledge Research in Higher Education Universities and the Occult Rituals of the Corporate World explores the metaphorical parallels between corporatised, market-oriented universities and aspects of the occult. In the process, the book shows that the forms of mystery, mythmaking and ritual now common in restructured institutions of higher education stem from their new power structures and procedures, and the economic and sociopolitical factors that have generated them. Routledge Market: Education April 2018: 234x156: 224pp Hb: 978-1-138-30711-7: £115.00 eBook: 978-1-315-14222-7 * For full contents and more information, visit: www.routledge.com/9781138307117

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Understanding and Preventing Faculty-on-Faculty Bullying

World Yearbook of Education 2018

A Psycho-Social-Organizational Approach Darla J. Twale, University of Pittsburgh, USA Understanding and Preventing Faculty-on-Faculty Bullying provides a comprehensive understanding of workplace harassment, aggression, violence, bullying, and incivility in academia. Using a psychological, sociological, and organizational approach, this book explores the issue from the perspective of the individual, the department, and from the higher education organization.

Routledge Market: Education October 2017: 229 x 152: 248pp Hb: 978-1-138-74405-9: £125.00 Pb: 978-1-138-74406-6: £36.99 eBook: 978-1-315-18128-8 * For full contents and more information, visit: www.routledge.com/9781138744066

Uneven Space-Times of Education: Historical Sociologies of Concepts, Methods and Practices Edited by Julie McLeod, University of Melbourne, Australia, Noah W. Sobe, Loyola University, USA and Terri Seddon, Australian Catholic University, Melbourne Series: World Yearbook of Education This latest volume in the World Yearbook of Education Series considers the transformations in contemporary education that accompany global shifting horizons. It explores ways of understanding differentiated and changing contexts of education that unfold with novel practices of governing and space-time boundaries. Organised in three sections – Identity and Time; Making Space; and Mobilities and Contexts, this volume explores the impacts on educational practices, policies and professional teaching-learning activities. This book will be of particular interest to academics, professionals and policymakers in education and social policy. Routledge Market: Education December 2017: 234x156: 262pp Hb: 978-1-138-23048-4: £115.00 eBook: 978-1-315-36381-3 * For full contents and more information, visit: www.routledge.com/9781138230484

2nd Edition • TEXTBOOK • READER

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Understanding Community Colleges

World Yearbook of Education 2019

Edited by John S. Levin, University of California - Riverside, USA and Susan T. Kater, Maricopa Community Colleges, Arizona, USA Series: Core Concepts in Higher Education

Edited by Radhika Gorur, Sam Sellar and Gita Steiner-Khamsi Series: World Yearbook of Education

Understanding Community Colleges provides a critical examination of contemporary issues, practices and policy of community colleges. This contributed volume brings together highly respected as well as new scholars for a comprehensive analysis of the community college landscape, including management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development. This provocative new edition covers the latest developments in the field, including trends in enrollment, developmental education, student services, funding, and shared governance. Routledge Market: Education March 2018: 254 x 178: 320pp Hb: 978-1-138-28812-6: £120.00 Pb: 978-1-138-28813-3: £37.99 eBook: 978-1-315-26807-1 Prev. Ed Hb: 978-0-415-88126-5 * For full contents and more information, visit: www.routledge.com/9781138288126

Comparative Methodology in an Era of Big Data and Global Networks

Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well opportunities for scholars in educational research. This volume invites contributions from internationally renowned scholars deploying novel concepts and methodologies to grapple with contemporary empirical phenomena in educational research. Questions such as how we understand the technological developments that are creating new possibilities for and demands on education and how we make sense of complex cases that cut across multiple nations are discussed providing a fascinating read for scholars in the fields of education policy and comparative education. Routledge Market: Education November 2018: 234x156: 300pp Hb: 978-1-138-55072-8: £105.00 eBook: 978-1-315-14733-8 * For full contents and more information, visit: www.routledge.com/9781138550728

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10th Edition • TEXTBOOK • NEW EDITION

History and Social Studies Education in a Context of Intolerance

The American School

Imagined Communities and Collective Memory

Joel Spring, Queens College and the Graduate Center of the City University of New York, USA Series: Sociocultural, Political, and Historical Studies in Education

Edited by Magdalena Gross and Luke Terra Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Case studies cover a range of topics and are unified by themes of collective memory, imagined communities and suppressed narratives. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining these imagined communities.

From the Puritans to the Trump Era

In his signature straightforward, concise style, Joel Spring provides a variety of interpretations of American schooling, from conservative tothleftist, in order to spark the reader’s own critical thinking about historythand schools. This 10 edition follows the history of American education from the 17 century to the integration into global capitalism of the twenty-first century to the tumultuous current political landscape. In particular, the updates focus on tracing the direct religious links between the colonial Puritans and the current day Trump administration.

Routledge Market: Education October 2018: 229 x 152: 304pp Hb: 978-1-138-08718-7: £105.00 eBook: 978-1-315-11064-6 * For full contents and more information, visit: www.routledge.com/9781138087187

Routledge Market: Education March 2018: 229 x 152: 528pp Hb: 978-1-138-50291-8: £125.00 Pb: 978-1-138-50292-5: £40.99 eBook: 978-1-315-14513-6 * For full contents and more information, visit: www.routledge.com/9781138502918

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Progressive Education, Freedom and Feminism

The Curriculum History of Canadian Teacher Education

Reframing schooling in the 1970s Julie McLeod, University of Melbourne, Australia Series: Progressive Education Reinventing Progressive Education examines the history of progressive ideas and radical innovations in education, beginning with the 1970s, looking backwards to the interwar period, sideways at feminism and education, and outwards from Australia. It follows the movement of educational ideas and actors across the mid-decades of the twentieth century, locating them in experiments in curriculum, school organization and design, and in teacher knowledge and professional expertise. Based on interviews with former students and teachers, the book recasts how historical accounts of progressivism might be told and demonstrates how memory of radical practices can be forgotten in the present. Routledge Market: Education November 2018: 234x156 Hb: 978-1-138-08769-9: £105.00 eBook: 978-1-315-11034-9 * For full contents and more information, visit: www.routledge.com/9781138087699

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Edited by Theodore Michael Christou Series: Routledge Research in International and Comparative Education Organized by region, this edited collection provides a comprehensive look at how teacher education has evolved regionally and nationally in Canada. Offering an in-depth look at specific provinces and territories, this volume contextualizes the landscape of Canadian public education and the place of teacher education within it. Shedding light on the ways Canadian teacher education was shaped by and in turn influenced its environment, contributors evaluate the current state of education and consider themes, tensions, and historical developments, presenting a view of teacher education that encompasses both its future and its past. Routledge Market: Education October 2017: 229 x 152: 280pp Hb: 978-1-138-22102-4: £105.00 eBook: 978-1-315-41137-8 * For full contents and more information, visit: www.routledge.com/9781138221024

Teaching and Learning Difficult Histories in International Contexts A Critical Sociocultural Approach Edited by Terrie Epstein and Carla L. Peck Series: Routledge Research in International and Comparative Education Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Chapter authors focus on a range of locations and diverse populations across the globe, and draw out common themes of how such difficult histories can be taught and discuss ways to overcome emotional, practical, and pedagogical obstacles.

Routledge Market: Education October 2017: 229 x 152: 264pp Hb: 978-1-138-70247-9: £105.00 eBook: 978-1-315-20359-1 * For full contents and more information, visit: www.routledge.com/9781138702479

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2nd Edition • NEW EDITION

A History of American Gifted Education

Addressing Special Needs and Disability in the Curriculum 11 Book Set

Jennifer L. Jolly, University of New South Wales, Australia A History of American Gifted Education provides the first comprehensive history of the field of gifted education, which is essential to recognizing its contribution to the overall American educational landscape. The text relies heavily on primary documents and artifacts as well as essential secondary documents such as the disparate historical texts and relevant biographies that already exist. This book commences its investigation of American gifted education with the founding of the field of psychology and subsequently gifted education at the early part of the 20th century and concludes just over a century later with the passage of the No Child Left Behind Act in 2001. Routledge Market: Education May 2018: 229 x 152: 192pp Hb: 978-1-138-92427-7: £120.00 Pb: 978-1-138-92429-1: £35.99 eBook: 978-1-315-68445-1 * For full contents and more information, visit: www.routledge.com/9781138924277

John Connor, Education Trainer and Consultant, UK, Victoria Jaquiss, Leeds Music Service, UK, Diane Paterson, Leeds Music Service, UK, Crispin Andrews, freelance writer, and a former PE Teacher and sports coach, UK., Marion Frankland, Louise T. Davies, Founder of the Food Teachers Centre, UK, Ian Luff, lecturer at the University of East Anglia, UK., Richard Harris, Associate Professor in History Education, University of Reading, UK., Dilwyn Hunt, Helen Harris, Geography teacher, UK., Gill Curry, visiting lecturer at Chester University for PGCE Art & Design students, Kim Earle, Max Wallace, Lead Practitioner for maths at King Edward VI Community College, UK. and Tim Hurst, SEN Co-ordinator Series: Addressing SEND in the Curriculum The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This series offers specialist guidance for a full range of subjects in the upper primary and secondary curriculum. Each book draws on a wealth of experience and provides practical, tried and tested strategies and resources that will support teachers in delivering successful, inclusive lessons for all pupils. Routledge Market: Education/ SEN February 2018: 297x210: 1784pp Pb: 978-1-138-55300-2: £199.99 * For full contents and more information, visit: www.routledge.com/9781138553002

Academic Writing and Dyslexia Adrian J. Wallbank This book presents a unique visual approach to academic writing and composition tailored to the needs of dyslexic students in college settings and will help them successfully structure and articulate their ideas. The writing process is translated into meaningful visual representations in the form of templates, frameworks, images, icons and prompts designed to meet the very specific needs of dyslexic students. Underpinned by extensive research, this book help students to present their thoughts in a structured, sequenced and ordered way and is written to help them bridge the gap between their own coping strategies and the increased demands and rigours of academic

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Art and Design for Secondary School Children with SEN A Resource for Inclusive Teaching Maureen Glynn, Art teacher Art and Design for Secondary Students with Special Educational Needs is a valuable compilation of practical ideas, visual aids and lesson plans designed to engage students in developing their creative art skills. Made up of twelve lessons that each examine a particular theme, the book spans a wide variety of topics and different media in art; progressing from basic drawing and painting techniques in pencil, pastel, watercolour and acrylic and moving onto higher level creative design techniques of painting on glass and silk. With links to the National Art Curriculum and other secondary curriculum subjects, this resource offers innovative and creative ideas for delivering

writing. Routledge Market: Education January 2018: 297x210: 160pp Hb: 978-1-138-29148-5: £105.00 Pb: 978-1-138-29149-2: £23.99 eBook: 978-1-315-26534-6 * For full contents and more information, visit: www.routledge.com/9781138291485

2nd Edition • NEW EDITION

Addressing Special Educational Needs and Disability in the Curriculum: Geography Helen Harris, Geography teacher, UK. Series: Addressing SEND in the Curriculum This practical and comprehensive guide for Geography teachers has been fully updated in line with the 2014 Code of Practice to provide practical strategies for Geography teachers to ensure that Geography lessons are inclusive for all pupils. This edition includes strategies that will help pupils access the subject-specific vocabulary and the complex physical processes involved in Geography, such as the debates and discussions that are integral in the teaching of human geography, as well as ideas and tips for dealing with the challenges that geography fieldwork brings. This book will help teachers in mainstream schools to have the confidence to deliver Geography lessons without barriers. Routledge Market: Education February 2018: 297x210: 144pp Hb: 978-1-138-20909-1: £105.00 Pb: 978-1-138-20910-7: £24.99 eBook: 978-1-315-45777-2 Prev. Ed Hb: 978-1-843-12162-6 * For full contents and more information, visit: www.routledge.com/9781138209091

engaging art lessons. Routledge Market: Education December 2017: 297x210: 162pp Pb: 978-1-138-55949-3: £34.99 eBook: 978-0-203-71259-7 * For full contents and more information, visit: www.routledge.com/9781138559493

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Autism Spectrum Disorder in the Inclusive Classroom Proactive Strategies to Support Students Christopher B. Denning, University of Massachusetts Boston, USA and Amelia K. Moody, University of North Carolina Wilmington, USA This book demonstrates specific user-friendly and evidence-based strategies that classroom teachers can implement in order to proactively set up and deliver classroom instruction to create success for students with autism spectrum disorder (ASD). Teachers in inclusive environments are facing increasing pressure to meet the needs of diverse classrooms that include more students with ASD. This easy-to-use, research-based professional guide provides teachers with the activities and specific strategies they need, along with detailed descriptions that support immediate implementation. Routledge Market: Education May 2018: 229 x 152: 144pp Hb: 978-1-138-93174-9: £100.00 Pb: 978-1-138-93175-6: £25.99 * For full contents and more information, visit: www.routledge.com/9781138931749

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2nd Edition • NEW EDITION

Determining Difference from Disability

Draw on Your Emotions

What Culturally Responsive Teachers Should Know Farnsworth and McCain This book offers clear guidelines you can use to determine if the CLD/ELL students in a general education classroom are experiencing typical language differences or learning disabilities. It offers a framework you can use to make this determination while providing the most appropriate and comprehensible instruction for Culturally and Linguistically Diverse (CLD) and English Language Learner (ELL) students, and those who possibly have an exceptionality. The book provides practical strategies on how to effectively differentiate instruction using culturally appropriate interventions, and it includes a number of activities and graphs that can be implemented immediately in any classroom. Routledge July 2018: 246x174: 170pp Hb: 978-1-138-57774-9: £95.00 Pb: 978-1-138-57775-6: £26.99 eBook: 978-1-351-26619-2 * For full contents and more information, visit: www.routledge.com/9781138577749

Margot Sunderland, Director of Education and Training at The Centre for Child Mental Health London and Nicky Armstrong, Illustrator Series: Draw On Draw on Your Emotions is a bestselling resource for therapists and educators to help people of all ages express, communicate and deal more effectively with their emotions, using images as a starting point. It is designed to help individuals begin to explore their emotions by completing the easy picture exercises, encourage people to rehearse other ways of functioning by trying out alternatives safely on paper, and create clarity and new perspectives as a step towards positive action. This revised and updated second edition also contains a new section on how to use the superbly emotive The Emotion Cards (9781138070981) to facilitate deeper therapeutic conversations. Routledge Market: Education February 2018: 297x210: 110pp Pb: 978-1-138-07055-4: £44.99 eBook: 978-1-315-11500-9 Prev. Ed Pb: 978-0-863-88339-2 * For full contents and more information, visit: www.routledge.com/9781138070554

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Direct Instruction

Draw On Your Emotions book and The Emotions Cards

Is it an Evidence-Based Practice? Edited by John W. Lloyd, University of Virginia, USA This timely edited collection addresses a dilemma facing advocates of Direct Instruction: on the one hand, the rich history of Direct Instruction (DI) as a methodology built upon demonstrated evidence of student success; yet, and on the other hand, the mounting studies done by independent agencies that deliver disappointing results about DI’s efficacy. In relating a history of research methods in education studies, this book advances a nuanced argument for the pursuit of evidence-based instruction—be it through DI or otherwise. Routledge Market: Education July 2018: 229 x 152: 256pp Hb: 978-0-415-82120-9: £90.00 Pb: 978-0-415-82121-6: £26.99 eBook: 978-0-203-56848-4 * For full contents and more information, visit: www.routledge.com/9780415821209

Margot Sunderland, Director of Education and Training at The Centre for Child Mental Health London and Nicky Armstrong, Illustrator Series: Draw On Combined set of Draw on Your Emotions and The Emotions Cards. Draw on Your Emotions is a bestselling resource to help people of all ages express, communicate and deal more effectively with their emotions through drawing. The second edition of Draw on Your Emotions contains a new section that explains how to get the most out of combining the activities in the book with these cards to encourage meaningful conversations and take steps towards positive action. The Emotion Cards are 48 emotive and artistic images designed to help people to review their emotions and their relationships in a meaningful and often transformative way. Routledge Market: Education March 2018: 297x210: 192pp Pb: 978-0-815-39451-8: £59.99 * For full contents and more information, visit: www.routledge.com/9780815394518

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2nd Edition • NEW EDITION

Discovering Who I am

Draw on Your Relationships (second edition)

A Group Resource for Children and Young People Working on Social and Emotional Wellbeing and Identity

Creative Ways to Explore, Understand and Work Through Important Relationship Issues

Joanna Hoskin, Speech and Language Therapist, South West London and St George's Mental Health NHS Trust and Geraldine Garwood, South West London and St George's Mental Health NHS Trust Designed for use by clinicians and other professionals within education and social care, this title supports the running of group sessions for children and adolescents suffering from mental health issues who are learning to better understand and manage their behaviour and emotions. It offers a planning and activity pack for group sessions, uniquely combining four core elements: mindfulness; self esteem; identity; and, relaxation. The aim of the group sessions is to improve self-esteem, identity, and emotional understanding; and regulation. Routledge Market: Education April 2018: 297x210: 216pp Pb: 978-1-909-30191-7: £39.99 eBook: 978-1-315-17270-5 * For full contents and more information, visit: www.routledge.com/9781909301917

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Margot Sunderland and Nicky Armstrong Series: Draw On Draw on Your Relationships is a bestselling resource for therapists and educators working with people of all ages to help them express, communicate and deal more effectively with their relationships, using images as a starting point. Help individuals begin to explore their relationships by completing the easy picture exercises. Encourage people to rehearse other ways of forming, handling and strengthening relationships by trying out alternatives safely on paper. This revised and updated second edition also contains a new section on how to use the superbly emotive The Relationship Cards to facilitate deeper therapeutic conversations. Routledge Market: Education August 2018: 297x210: 248pp Pb: 978-1-138-07070-7: £44.99 eBook: 978-1-315-11495-8 Prev. Ed Pb: 978-0-863-88629-4 * For full contents and more information, visit: www.routledge.com/9781138070707

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS 2nd Edition • NEW EDITION

3rd Edition • NEW EDITION

Educating Children and Young People with Acquired Brain Injury

Enabling Access

Effective Teaching and Learning for Pupils with Learning Difficulties

Sue Walker, Educational Psychologist, UK and Beth Wicks, Beth Wicks Consultancy, Nottingham, UK

Edited by Barry Carpenter, Rob Ashdown and Keith Bovair Series: Routledge Education Classic Edition

This new edition has been updated to reflect changes to legislation relating to special educational needs and will ensure that all practitioners are able to maximize the learning opportunities for children and young people with acquired brain injury. This accessible book outlines key issues for teaching children with an ABI and provides inspiring and practical strategies for support in areas such as communication, interaction, cognition and physical needs. It also highlights the importance of considering the role of the family rather than just the child with an ABI. Written for SENCOs, teachers and teaching assistants across all settings, this book is an essential guide for professionals.

This Routledge Classic Edition brings together widely experienced editors and contributors to show how access to each subject of the curriculum can be provided for pupils with moderate to profound learning difficulties. Along with a new appraisal of the last fifteen years, the editors raise debates, illustrate effective teaching ideas and discuss strategies for providing a high quality education for these pupils and a celebration of their achievements. The book also discusses the active involvement of parents and pupils in these processes.

Routledge Market: Education January 2018: 246x189: 178pp Hb: 978-1-138-21101-8: £105.00 Pb: 978-1-138-21102-5: £24.99 eBook: 978-1-315-45369-9 Prev. Ed Hb: 978-1-138-14826-0 * For full contents and more information, visit: www.routledge.com/9781138211018

Routledge Market: Education October 2017: 234x156: 408pp Hb: 978-1-138-29714-2: £105.00 Pb: 978-1-138-29715-9: £32.99 eBook: 978-1-315-09948-4 * For full contents and more information, visit: www.routledge.com/9781138297159

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Effective Differentiation for Teachers

Essential Tips for the Inclusive Secondary Classroom

A Training Guide to enable learners with SEND and specific learning difficulties

A Road Map to Quality-first Teaching

Abigail Gray, Senworks Ltd

Pippa Whittaker, SENCO, UK and Rachael Hayes, Educational Psychologist, UK. Series: nasen spotlight

Teachers need an approach to differentiation and inclusion that is accessible and realistic. This helpful resource is designed to assist practicing teachers in becoming more confident and successful in differentiating to provide high quality teaching to pupils with SEND. Each chapter offers useful information and clear advice linked to real world, practical activities designed to support, inform and to challenge classroom practice. Based on both current theory and over 20 years’ successful classroom experience the author acknowledges the challenge of differentiation for today’s classroom and addresses the motivational and workload issues linked to personalized learning.

This go-to resource provides practitioners with quick, easy and cost-effective ways of improving inclusive practices in educational settings. Addressing the needs of children with various needs and disabilities; from ADHD, dyslexia and low literacy skills, to physical disabilities, mental health and social needs, the book offers practitioners tips and ideas for ensuring that each and every student is integrated and supported to maximum effect. Clearly presented, conscisely written, and easily implemented, tips relate to critical elements of the school setting, including classroom organisation, teaching equipment and resources and collaboration with families.

Routledge Market: Education June 2018: 297x210: 128pp Hb: 978-1-138-50282-6: £90.00 Pb: 978-1-138-50283-3: £22.99 eBook: 978-1-315-14509-9 * For full contents and more information, visit: www.routledge.com/9781138502826

Routledge Market: Education April 2018: 234x156: 206pp Hb: 978-1-138-06499-7: £105.00 Pb: 978-1-138-06501-7: £22.99 eBook: 978-1-315-16007-8 * For full contents and more information, visit: www.routledge.com/9781138064997

2nd Edition • NEW EDITION

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Emotional Wellbeing

Establishing Pathways to Inclusion

An Introductory Handbook for Schools

Investigating the experiences and outcomes for students with special educational needs

Sheila Burton, Senior Educational Psychologist, Area Principal Educational Psychologist. and Gillian Shotton, Senior Specialist Educational Psychologist, UK This is an essential resource for educators working to support emotional wellbeing in children and young people, written by the team behind the Emotional Literacy Support Assistant (ELSA) training programme. Underpinned by the latest research in educational psychology, each section includes theoretical contexts, descriptions of particular vulnerabilities, practical activities and case studies. Topics covered include communication, recognising and managing feelings, self-esteem, anger, friendship skills, therapeutic stories, social skills, loss and bereavement, and new for this second edition, resilience. Routledge Market: Education August 2018: 297x210: 136pp Pb: 978-1-138-29870-5: £29.99 eBook: 978-1-315-09846-3 Prev. Ed Pb: 978-1-138-09048-4 * For full contents and more information, visit: www.routledge.com/9781138298705

Richard Rose, University of Northhampton, UK. and Dr Michael Shevlin, Trinity College Dublin, the University of Dublin, Ireland. This book studies the ways in which inclusive practices function in schools. Based on a large-scale research project it provides a secure understanding of what really works. Using a framework for analysing and understanding the factors that enable students to become effective social learners and highlighting those which can influence successful inclusive practice it examines how schools can establish and implement an agenda for change. Findings are discussed in relation to research from international studies in order to provide an understanding of how students and families can be supported to gain positive experiences from schooling and achieve desired learning outcomes. Routledge Market: Education April 2018: 234x156: 200pp Hb: 978-1-138-29034-1: £95.00 Pb: 978-1-138-29036-5: £29.99 eBook: 978-1-315-23228-7 * For full contents and more information, visit: www.routledge.com/9781138290341

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Exploring Gifted Education

Handbook of Arts Education and Special Education

Australian and New Zealand Perspectives

Policy, Research, and Practices

Edited by Jennifer L. Jolly, University of Alabama, USA and Jane M. Jarvis, Flinders University, Australia This book provides a broad-ranging exploration of key topics in contemporary gifted education. Emphasising Australian and New Zealand contexts and their contributions to the worldwide gifted community, leading experts in the field provide an analysis and synthesis of current theory, research and practice, and outline an agenda for future research in gifted education. This is an essential text for those studying or working in gifted education in Australia and New Zealand, and for those outside of the region interested in a cross-cultural understanding of the unique history, challenges and practices of gifted education in Australia and New Zealand. Routledge Market: Education/Gifted February 2018: 234x156: 230pp Hb: 978-0-815-37885-3: £105.00 Pb: 978-0-815-37886-0: £29.99 eBook: 978-1-351-22770-4 * For full contents and more information, visit: www.routledge.com/9780815378853

Edited by Jean B. Crockett, University of Florida, USA and Sharon M. Malley, Arts and Special Education Consulting, USA The Handbook of Arts Education and Special Education brings together, for the first time in a single reference volume, policy, research, and practices in special education and arts education synthesized to inform stakeholders across a broad spectrum of education. This handbook encompasses arts education for students with disabilities from pre-K through transition to post-secondary education and careers, as well as community arts education, with particular attention to conceptual foundations; research-based practices; professional standards; students’ cognitive, artistic, and social growth; career education; and future directions for research and practice. Routledge Market: Education December 2017: 254 x 178: 370pp Hb: 978-1-138-66959-8: £225.00 Pb: 978-1-138-66960-4: £85.99 eBook: 978-1-315-61813-5 * For full contents and more information, visit: www.routledge.com/9781138669604

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2nd Edition • NEW EDITION

Girls and Autism

Handbook of Leadership and Administration for Special Education

Educational, Family and Personal Perspectives Edited by Barry Carpenter, Francesca Happe and Jo Egerton Girls with autism are often overlooked for support because their identifying behaviours can be different to that of boys. Leading practitioners from a range of disciplines bring their cutting-edge perspectives to provide insights, knowledge and strategies for educators at the front-line of working with girls on the autistic spectrum. Without a diagnosis of autism, girls on the autism spectrum can struggle with extreme stress, leading to mental health issues, problem behaviours, school refusal or other outcomes which impact on adult lives. This book show how to better understand girls with autism, enabling educators to recognise, understand, refer, support and teach them more effectively. Routledge Market: Education July 2018: 246x174: 260pp Hb: 978-0-815-37725-2: £105.00 Pb: 978-0-815-37726-9: £29.99 eBook: 978-1-351-23442-9 * For full contents and more information, visit: www.routledge.com/9780815377252

Edited by Jean B. Crockett, University of Florida, USA, Bonnie Billingsley, Virginia Tech, USA and Mary Lynn Boscardin, University of Massachusetts Amherst, USA The Handbook of Leadership and Administration for Special Education brings together research informing leadership practice in special education from preschool through transition into post-secondary settings. The 2nd edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, and practitioners, as well as a textbook for graduate courses related to the administration of special education. Routledge Market: Education March 2018: 254x178: 500pp Hb: 978-0-415-78713-0: £185.00 Pb: 978-0-415-78715-4: £75.00 eBook: 978-1-315-22637-8 Prev. Ed Hb: 978-0-415-87280-5 * For full contents and more information, visit: www.routledge.com/9780415787130

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Gymtherapy

Handbook of Response to Intervention and Multi-Tiered Instruction

Developing emotional wellbeing and resilience in children through the medium of movement Rebekah Pierre, Founder of 'Gymtherapy' This highly practical resource introduces the reader to the concept of ‘Gymtherapy’, an approach to working with socio-economically deprived, or emotionally vulnerable children, that uses movement as a means of promoting emotional well-being. Written in an accessible and vibrant style, ‘Gymtherapy’ provides a full programme of lesson plans, structured across five key areas: Identity and Self Esteem, Mindfulness, Anger Expression, Protective Behaviour and Gender Stereotypes. Each chapter is illustrated with case studies and includes two lessons plans, worksheets, tips and links to further resources; whilst at the same time linking practice to the underpinning social theory. Routledge Market: Education May 2018: 297x210: 200pp Pb: 978-1-138-50482-0: £29.99 eBook: 978-1-315-14625-6 * For full contents and more information, visit: www.routledge.com/9781138504820

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Edited by Paige C. Pullen, University of Virginia, USA and Michael J. Kennedy, University of Virginia, USA Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. This handbook will present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered instruction (MTI) in both special education and general education. Chapters are dedicated to distinguishing the two concepts. Routledge Market: Education August 2018: 254 x 178: 608pp Hb: 978-0-415-62603-3: £195.00 Pb: 978-0-415-62604-0: £77.99 eBook: 978-0-203-10295-4 * For full contents and more information, visit: www.routledge.com/9780415626033

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TEXTBOOK • READER

High Leverage Practices for Inclusive Classrooms

Inclusion in Education

James McLeskey, Larry Maheady, Bonnie Billingsley, Mary Brownell and Tim Lewis

A Process for Personal Exploration

High Leverage Practices for Inclusive Classrooms offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. The book focuses primarily on Tiers 1 and 2, or work that mostly occurs with students with mild disabilities in general education classrooms; and provides rich, practical information highly suitable for teachers, but that can also be useful for teacher educators and teacher preparation programs. This powerful, research-based resource offers twenty-four brief, focused chapters that will be fundamental to effective teaching in inclusive classrooms.

Keith Storey, Levan Lim and Thana Luxshme Thaver

Routledge Market: Education July 2018: 229 x 152 Hb: 978-1-138-03919-3: £90.00 Pb: 978-1-138-03918-6: £24.95 eBook: 978-1-315-17609-3 * For full contents and more information, visit: www.routledge.com/9781138039193

Inclusion in Education: A Process for Personal Exploration is an unique textbook that helps guide readers in the process of critical self-reflection so they can learn how to best teach all students, including those with a disability. Primarily aimed towards pre-service teachers, it may also be relevant for in-service teachers, school psychologists, behavior specialists, and other educators who work with students with disabilities. Written in a non-technical style with examples and guides throughout, this innovative book will help readers become aware of the social constructs surrounding disability and how those affect the education and lives of people with disabilities. Routledge Market: Education November 2018: 229 x 152 Hb: 978-0-815-38340-6: £120.00 Pb: 978-0-815-38341-3: £30.99 eBook: 978-1-351-20591-7 * For full contents and more information, visit: www.routledge.com/9780815383406

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TEXTBOOK • READER

How Monsters Wish to Feel and other picture books

Managing Classrooms and Student Behavior

Seven Storybooks Set

A Response to Intervention Approach for Educators

Juliette Ttofa, Educational Psychologist. Founder of ABC Psychology, Gloucestershire and Julia Gallego, Illustrator and designer, UK Series: Nurturing Emotional Resilience Storybooks This set of seven therapeutic storybooks contains stories that each tell of a different journey centred around a particular theme; such as emotional resilence, self-care, friendship, stress, resilient thinking and dealing with loss. Storybooks include: How Monsters Wish To Feel: A Story about Emotional Resilience; The Boy who Longed to Look at the Sun: A Story about Self-Care; The Day the Sky Fell In: A Story about Finding your Element; The Girl who Collected Her Own Echo: A Story about Friendship; The Hot and Bothered Air Balloon: A Story about Feeling Stressed; A Tale of Two Fishes: A Story about Resilient Thinking; The Boat Star: A Story about Loss. Routledge Market: Education November 2017: 297x210: 138pp Pb: 978-1-138-55647-8: £49.99 * For full contents and more information, visit: www.routledge.com/9781138556478

Stephen B. Richards, Catherine Lawless Frank and Joni Baldwin Managing Classrooms and Student Behavior provides the essential information necessary for understanding and applying classroom and behavior management techniques with a Response to Intervention (RTI) approach. The presentation and application of information more closely resembles the actual decision-making approaches used by individuals and teams of teachers, schools, and districts. This introductory, reader-friendly textbook can be used in undergraduate or graduate level courses with special education or both special and general education candidates. A companion website provides key ancillary materials such as Powerpoint presentations, a test bank, and an instructor’s manual. Routledge Market: Education June 2018: 254 x 178: 400pp Hb: 978-1-138-72312-2: £90.00 Pb: 978-1-138-72311-5: £55.95 eBook: 978-1-315-19320-5 * For full contents and more information, visit: www.routledge.com/9781138723122

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Implementing Effective AAC Practices for Students with Complex Communication Needs

Navigating the Transition from High School to College for Students with Disabilities

A Handbook for School-Based Practitioners

Meg Grigal, University of Massachusetts Boston, USA, Joseph Madaus, University of Connecticut, USA, Lyman Dukes III, University of South Florida St. Petersburg, USA and Debra Hart, University of Massachusetts Boston, USA

M. Alexandra Da Fonte and Miriam C. Boesch Implementing Effective AAC Practices for Students with Complex Communication Needs provides an introductory, user-friendly handbook for any school-based practitioner, particularly those new to the field. This highly practical book translates the augmentative and alternative communication (AAC) research into practice and explains the importance of the use of AAC strategies in diverse school settings. The handbook also provides school-based practitioners with resources to be used during the assessment, planning, and instructional process, whether you are an AAC consultant, special education teacher, assistive technology consultant, speech language pathologist, or occupational therapist. Routledge Market: Education March 2018: 229 x 152: 224pp Hb: 978-1-138-71017-7: £90.00 Pb: 978-1-138-71019-1: £24.99 eBook: 978-1-315-20075-0 * For full contents and more information, visit: www.routledge.com/9781138710177

Navigating the Transition from High School to College for Students with Disabilities provides school professionals with effective strategies to help students with disabilities navigate the transition process from high school into college. This practical guide applies to a wide range of disability types and offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applications, benefits planning, insurance, testing, and long-term plans are addressed in detail. Routledge Market: Education May 2018: 229 x 152: 224pp Hb: 978-1-138-93472-6: £120.00 Pb: 978-1-138-93473-3: £29.99 eBook: 978-1-315-67776-7 * For full contents and more information, visit: www.routledge.com/9781138934726

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Nurturing Emotional Resilience in Vulnerable Children and Young People and Picture Books

Principles and Practices of Working with Pupils with Special Educational Needs and Disability

Guidebook and Seven Storybooks Set

A student guide

Juliette Ttofa, Educational Psychologist. Founder of ABC Psychology, Gloucestershire and Julia Gallego, Illustrator and designer, UK Series: Nurturing Emotional Resilience Storybooks This set contains the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People alongside seven therapeutic storybooks, including How Monsters Wish to Feel. The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children. This set of guidebook and storybooks will be invaluable tools for anyone working to build emotional resilience with children and young people. Routledge Market: Education October 2017: 297x210: 250pp Pb: 978-1-138-55645-4: £69.99 * For full contents and more information, visit: www.routledge.com/9781138556454

Trevor Cotterill Written for students on Foundation Degree and BA (Hons) SEND/inclusion courses, this key text provides essential academic underpinning to existing practice for anyone working with or preparing to work with children identified with SEND. Including up to date guidance on recent legislation and policies, it takes an interdisciplinary focus on areas in which individuals with SEND are located such as in education, health and social care. With relevant case studies, points for reflection and clearly signposted objectives throughout, students will develop a deeper understanding of the complexities, research and debates surrounding SEND and be able to relate these to their own practice or placement. Routledge Market: Education November 2018: 246x174: 160pp Hb: 978-1-138-57008-5: £105.00 Pb: 978-1-138-57009-2: £24.99 eBook: 978-0-203-70383-0 * For full contents and more information, visit: www.routledge.com/9781138570085

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Intentional Leadership for Effective Inclusion in Early Childhood Education and Care

Reading Between the Lines Set Two

Exploring Core Themes and Strategies

Catherine Delamain, Speech and Language Therapist (retired) and Jill Spring, Speech and Language Therapist

Mary Moloney, Mary Immaculate College, Ireland. and Eucharia McCarthy, Mary Immaculate College Intentional leadership can unite, motivate and empower all educators to work towards the common goal of creating a truly inclusive culture in which all children, with or without disabilities, are supported and enabled to fully participate in every aspect of daily life and learning. This book recognises diverse manifestations of Special Educational Needs, from communication difficulties and delays in learning, to social difficulties and physical needs, and considers the ways in which robust and purposeful leadership can serve to remove barriers to learning, change existing attitudes and values, motivate staff, and foreground holistic learning opportunities and experiences. Routledge Market: Education May 2018: 234x156: 215pp Hb: 978-1-138-09287-7: £105.00 Pb: 978-1-138-09288-4: £29.99 eBook: 978-1-315-10721-9 * For full contents and more information, visit: www.routledge.com/9781138092877

Inference skills for children aged 8 – 12

Reading Between the Lines Set Two is a practical resource for teachers, SENCOs and Speech and Language Therapists who need to support the development of inference skills in children aged 8 – 12. The book provides a wide range of carefully graded, engaging texts and activities targeting different types of inference and is suitable for interventions with individuals or small groups as well as whole-class teaching to meet the requirements of the National Curriculum. It will be particularly valuable to professionals working with children who have Autism Spectrum Disorders or Speech, Language and Communication Needs. Routledge Market: Education July 2018: 297x210 Pb: 978-1-138-29864-4: £34.99 eBook: 978-1-315-09850-0 * For full contents and more information, visit: www.routledge.com/9781138298644

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Postsecondary Educational Opportunities for Students with Special Education Needs

Reclaiming Radical Ideas in Schools

Edited by Mary Ruth Coleman and Michael Shevlin, Trinity College Dublin, the University of Dublin, Ireland. This book offers information, insights, and guidance to support students with special educational needs within the postsecondary environment. It was originally published as a special issue of European Journal of Special Needs Education. Routledge Market: Education February 2018: 246x174: 174pp Hb: 978-0-815-36406-1: £105.00 * For full contents and more information, visit: www.routledge.com/9780815364061

Preparing Young Children for Life in Modern Britain Andrew Moffat, MBE, Assistant Head Teacher Reclaiming Radical Ideas in the Classroom provides support for every primary school in the provision of Spiritual, Moral, Social and Cultural Development (SMSC), the teaching of British values and preparation for life in modern Britain. Providing practical and tried-and-tested strategies, this resource will help primary schools work together to create an inclusive environment that focuses on reducing radicalisation and radical ideas. It will support schools in creating an ethos for young children where their questions about the world are explored and answered without fear or discrimination. Routledge December 2017: 246x174: 68pp Pb: 978-1-138-56431-2: £29.99 eBook: 978-1-315-12237-3 * For full contents and more information, visit: www.routledge.com/9781138564312

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS

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Redefining English for the More Able

School Start Year 1

A Practical Guide

Targeted Intervention for Language and Sound Awareness

Ian Warwick, London Gifted & Talented and Ray Speakman Series: Redefining More Able Education

Catherine de la Bedoyere, Speech and Language Therapist, UK and Catharine Lowry, Speech and Language Therapist, UK

Written by Ian Warwick, founder of London Gifted and Talented, this practical guide offers English teachers news ways of thinking about teaching the more able, together with strategies to implement in the classroom straight way. It shows you how to recognize ‘threshold concepts’, critical points when students make advances in learning, how to enrich classroom conversation, help learners develop complex ideas and attack texts from as many angles as possible. Chapters address different age groups and aspects of English - short stories, drama, poetry, film - and include example lessons, demonstrating what ideas looks like in practice and showing how we can stretch and challenge all students.

This is a practical resource to be used with children requiring additional help in Year 1. It lays out a targeted group intervention, designed to boost the language and sound awareness skills of children who are delayed in these areas of communication. This is an invaluable resource for teachers and teaching assistants that encourages good collaborative practice between schools, speech & language therapists, the SENCO and parents. The intervention consists of a structured programme of 30 Language & 30 Sound Awareness group sessions, to be delivered weekly by the teacher or teaching assistant.

Routledge Market: Secondary Education/ English May 2018: 246x174: 176pp Hb: 978-0-815-35308-9: £105.00 Pb: 978-0-815-35309-6: £24.99 eBook: 978-1-351-13738-6 * For full contents and more information, visit: www.routledge.com/9780815353089

Routledge Market: Education/ Primary Education June 2018: 297x210: 214pp Pb: 978-1-138-57395-6: £39.99 eBook: 978-0-203-70134-8 * For full contents and more information, visit: www.routledge.com/9781138573956

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3rd Edition • TEXTBOOK • NEW EDITION

Redefining More Able Education

Single Case Research Methodology

Key Issues for Schools

Applications in Special Education and Behavioral Sciences

Ian Warwick, London Gifted & Talented and Ray Speakman Series: Redefining More Able Education Written by Ian Warwick, Founder of London Gifted and Talented, this rich introduction challenges our understanding of provision for the more able and empowers us to ensure all students achieve the best possible version of who they might become. Illustrated with examples of practice and offering easy-to-implement strategies, it unpicks keys issues including the history of more able education, international contexts, IQ and character, developing independent learners, motivating students, setting and differentiation, working with marginalized groups, the impact of poverty, and the role of parents. It is an essential, challenging introduction for all education professionals. Routledge Market: Education May 2018: 246x174: 168pp Hb: 978-0-815-35310-2: £105.00 Pb: 978-0-815-35311-9: £24.99 eBook: 978-1-351-13730-0 * For full contents and more information, visit: www.routledge.com/9780815353102

Edited by Jennifer R. Ledford, Vanderbilt University, USA and David L. Gast, University of Georgia, USA In this anticipated new edition of Single Case Research Methodology, the authors detail why and how to apply standard principles of single case research methodology to one’s own research or professional project. Using numerous and varied examples, they demonstrate how single case research can be used for research in behavioral and school psychology, special education, speech and communication sciences, language and literacy, occupational therapy, and social work. This book will be an important resource to student researchers, practitioners, and university faculty who are interested in answering applied research questions and objectively evaluating educational and clinical practices. Routledge Market: Education January 2018: 254 x 178: 424pp Hb: 978-1-138-55711-6: £130.00 Pb: 978-1-138-55713-0: £74.99 eBook: 978-1-315-15066-6 Prev. Ed Hb: 978-0-415-82790-4 * For full contents and more information, visit: www.routledge.com/9781138557116

2nd Edition • TEXTBOOK • READER

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Rethinking Disability A Disability Studies Approach to Inclusive Practices

Social Survival: A Manual for those with Autism and Other Logical Thinkers

Jan Valle and David J. Connor, Hunter College, City University of New York, USA

Amy Eleftheriades, Founder of Alpha Inclusion

Rethinking Disability, 2nd Edition is a concise introduction to teaching students with disabilities and effectively including students with disabilities in general education classrooms. This textbook will help teachers examine their own beliefs about disability, select effective teaching approaches for the inclusive classroom, create a dynamic classroom culture, and assess student knowledge and skills. The second edition has been revised and updated throughout and includes a new section on how to do this work in less than progressive school cultures as well as an entirely new chapter on self-advocacy strategies for students with disabilities and their families.

Social Survival is a concise manual outlining how social confusion can arise and be overcome by young logical thinkers, including those with high-functioning autism and Asperger’s Syndrome as well as many others without a diagnosis. Written in a clear, unpatronising and logical style, this is essential reading for educators and social care professionals as well as the young people they support.

Routledge Market: Education July 2018: 254 x 178 Hb: 978-1-138-08584-8: £100.00 Pb: 978-1-138-08586-2: £39.99 eBook: 978-1-315-11120-9 * For full contents and more information, visit: www.routledge.com/9781138085848

Routledge Market: Education/ SEN June 2018: 246x174: 104pp Pb: 978-1-138-30689-9: £19.99 eBook: 978-1-315-14208-1 * For full contents and more information, visit: www.routledge.com/9781138306899

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS 2nd Edition • NEW EDITION

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Speaking, Listening and Understanding

Teaching At-Risk Children

Games for Young Children

A Resilience-Based Approach for Early Childhood Education

Catherine Delamain and Jill Spring Series: The Good Communication Pathway

Mojdeh Bayat, DePaul University, USA

Winner of the Primary Books category at the 2004 Education Resources Awards and Highly Commended in the Books for Learning Teaching category of the 2004 TES/NASEN Special Needs Book Awards. This book provides activities that are both teacher and child friendly. It contains a collection of graded games and activities designed to foster the speaking, listening and understanding skills of children aged from 5 to 7. This new edition has a brand new introduction, has been fully revised throughout and now contains all new illustrations. Routledge Market: Education September 2018: 297 x 210: 320pp Pb: 978-0-815-35499-4: £39.99 eBook: 978-1-351-13111-7 Prev. Ed Pb: 978-0-863-88433-7 * For full contents and more information, visit: www.routledge.com/9780815354994

Teaching At-Risk Children explains why it is important to build resilience in all children, and how to do so from an early age through appropriate interactions and conversations. At-risk students are the focus of the book, since it is particularly necessary for teachers to enhance resilience in at-risk children so that they will be able to draw upon a positive psychological and emotional reserve to develop a sense of identity and aid future learning. Bayat‘s original Resilience-based Interaction Model (RIM), which combines behavioral and emotion-based theories of development, demonstrates how this can be achieved. Routledge Market: Education September 2018: 229 x 152 Hb: 978-1-138-08731-6: £90.00 Pb: 978-1-138-08732-3: £27.99 eBook: 978-1-315-11054-7 * For full contents and more information, visit: www.routledge.com/9781138087316

2nd Edition • STUDENT REFERENCE • NEW EDITION

2nd Edition • NEW EDITION

Special Education

Teaching Physical Education to Children with Special Educational Needs

What It Is and Why We Need It James M. Kauffman, Daniel Hallahan, Paige C Pullen and Jeanmarie Badar Special Education: What it is and Why We Need It provides a thorough examination of the basic concept of special education, a discussion of specific exceptionalities, and constructive responses to common criticisms of special education. Whether you’re a teacher, school administrator, teacher-educator, or simply interested in the topic, you will learn just what nd special education is, who gets it or who should get it, and why it is necessary. The 2 Edition of this brief yet powerful primer, a co-publication with the Council for Exceptional Children, will help you build the foundation of a realistic, rational view of the basic assumptions and knowledge on which special education rests. Routledge Market: Education April 2018: 198x129: 132pp Hb: 978-0-415-79230-1: £95.00 Pb: 978-0-415-79231-8: £21.99 eBook: 978-1-315-21183-1 * For full contents and more information, visit: www.routledge.com/9780415792301

Philip Vickerman, Liverpool John Moores University, UK and Anthony Maher, Senior Lecturer in Physical Education and Youth Sport, Edge Hill University This second edition offers an in depth exploration of the complexities of including children with SEN in PE. Combining theoretical and practical strategies aimed at assisting teachers and schools to be more inclusive, the book covers a diverse range of issues which need to be addressed in schools. Features include a range of reflective tasks, further reading and practice-based evidence which considers changes to teacher education. New chapters explore working with support staff such as SENCOs and LSAs to develop an inclusive culture in PE, as well as the consultation and empowerment of children with SEN which will include strategies for self-advocacy and listening to the views of children. Routledge Market: Education, Physical Education, Special Needs and Inclusion August 2018: 234x156: 160pp Hb: 978-0-815-38334-5: £105.00 Pb: 978-0-815-38335-2: £24.99 eBook: 978-1-351-20615-0 Prev. Ed Hb: 978-0-415-38949-5 * For full contents and more information, visit: www.routledge.com/9780815383345

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2nd Edition • NEW EDITION

Special Education and Globalisation

The Big Book of Blob Trees

Edited by Sheila Riddell This book illustrates the way in which inclusive education has become the dominant discourse globally. Contributions to highlight tensions evident within each jurisdiction related to the construction of disability within specific historical and cultural antecedents. It was first published as a special issue of Discourse.

Routledge Market: Education November 2017: 246x174: 130pp Hb: 978-1-138-56145-8: £115.00 * For full contents and more information, visit: www.routledge.com/9781138561458

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Pip Wilson and Ian Long Series: Blobs The second edition of this bestselling title has been updated and extended with a brand-new introduction and additional ‘trees’ on highly topical issues to do with social and emotional wellbeing including: free speech, anxiety, smartphones; and eating. This unique collection of 70 Blob trees with all the various Blob characters is a fabulous way of opening discussions with children around feelings and of helping them to develop an understanding of emotions, empathy and self-awareness. The different trees show different scenarios that individuals or groups may experience personally. The book comes with guidance for teachers and therapists along with suggested questions to put to the child. Routledge Market: Education April 2018: 297x210: 155pp Pb: 978-0-815-36204-3: £36.99 eBook: 978-1-351-11339-7 Prev. Ed Pb: 978-0-863-88755-0 * For full contents and more information, visit: www.routledge.com/9780815362043

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS 2nd Edition • NEW EDITION

3rd Edition • NEW EDITION

The Big Book of Blobs

The Complete Guide to Special Education

Pip Wilson and Ian Long Series: Blobs

Expert Advice on Evaluations, IEPs, and Helping Kids Succeed

The second edition of this best-selling resource has been fully updated and extended with a brand new introduction and extra topics. This collection of Blob pictures is designed to promote discussion with children around a broad range of topics. Topics are organised into themes and scenarios and each picture is accompanied by ideas and questions to kick-start class, group or one to one discussion. Offering handy photocopiable resources, the Big Book of Blobs provides a unique way to initiate conversations on a range of topics with individuals or groups of any age.

The Complete Guide to Special Education, 3rd Edition explores the special education process from testing and diagnosis to IEP meetings and advocating for special needs children. The stages of identification, assessment, and intervention are explained step by step to help you better understand special needs students’ legal rights and how to become an active, effective member of a child's educational team. This 3rd edition has been revised throughout and discusses Response-to-Intervention (RTI); provides updates on new laws and regulations; expands coverage of autism spectrum disorders and bipolar disorder; and includes a revamped Resources section for teachers.

Routledge Market: Education April 2018: 297x210: 134pp Pb: 978-0-815-36206-7: £36.99 eBook: 978-1-351-11335-9 Prev. Ed Pb: 978-0-863-88722-2 * For full contents and more information, visit: www.routledge.com/9780815362067

Linda Wilmshurst, 239Private Practice, Florida, USA and Alan W. Brue

Routledge Market: Education March 2018: 229 x 152: 260pp Hb: 978-1-138-08504-6: £120.00 Pb: 978-1-138-08505-3: £25.99 eBook: 978-1-315-11156-8 * For full contents and more information, visit: www.routledge.com/9781138085046

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The Boat Star

The Day the Sky Fell In

A Story about Loss

A Story about Finding Your Element Juliette Ttofa, Educational Psychologist. Founder of ABC Psychology, Gloucestershire and Julia Gallego, Illustrator and designer, UK Series: Nurturing Emotional Resilience Storybooks

The Boat Star is a therapeutic story about dealing with a painful loss and taking comfort in good memories. In this poignant story, a boy loses a special feather and goes on a magical journey to try to recover it. Although he doesn’t find his feather, he is comforted by the memory of the feather and realises he will feel better over time. Routledge Market: Education November 2017: 297x210: 38pp Pb: 978-1-138-30882-4: £11.99 eBook: 978-1-315-14316-3 * For full contents and more information, visit: www.routledge.com/9781138308824

Juliette Ttofa, Educational Psychologist. Founder of ABC Psychology, Gloucestershire and Julia Gallego, Illustrator and designer, UK Series: Nurturing Emotional Resilience Storybooks The Day the Sky Fell In is a therapeutic story about letting go of worries and emotional baggage. When a determined girl climbs a difficult path up a cliff, the sky rains down mystery objects on her which she catches and carries with her. Her journey becomes more and more difficult and when she arrives at the top of the cliff she is too weighed down to slide down to the sea, the very place she wants to get to. By letting go of things she doesn’t really need, the girl feels lighter and is able to follow her valued direction. Routledge Market: Education November 2017: 297x210: 28pp Pb: 978-1-138-30888-6: £11.99 eBook: 978-1-315-14319-4 * For full contents and more information, visit: www.routledge.com/9781138308886

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The Boy Who Longed to Look at the Sun

The Forgotten Class

A Story about Self-Care

How modern values are failing our kids

Juliette Ttofa, Educational Psychologist. Founder of ABC Psychology, Gloucestershire and Julia Gallego, Illustrator and designer, UK Series: Nurturing Emotional Resilience Storybooks The Boy who Longed to Look at the Sun is a therapeutic story about a journey to encourage self-care. It tells the story of a boy who loves playing outside and becomes fixated with looking at the sun, even though he has been warned it can hurt his eyes. Eventually the boy realises that his priorities have become skewed and he needs to look after his own well-being. The story teaches children the importance of looking after yourself and understanding what is or is not healthy. Routledge Market: Education November 2017: 297x210: 16pp Pb: 978-1-138-30892-3: £11.99 eBook: 978-1-315-14321-7 * For full contents and more information, visit: www.routledge.com/9781138308923

Katie Ashford "She’s got issues," is what they said about Riley. As a first year teacher, I wasn’t sure what that meant, but my instincts told me that Riley was not going to be easy. She came in to my lesson smoking a cigarette, speaking on her phone, and gaining the eternal admiration of her fellow 15-year-old classmates. Five years later and Riley is in prison. The statistics said that was likely to happen. But why was Riley’s fate so inevitable? Why do some children fall into the same predictable downwards spirals? A teacher in a challenging school shares stories of the kids she taught and the difficulties they faced, and ponders how our modern values are contributing towards the demise of a generation. Routledge Market: Education October 2018: 216x138: 200pp Hb: 978-1-138-67255-0: £95.00 Pb: 978-1-138-67256-7: £14.99 eBook: 978-1-315-56246-9 * For full contents and more information, visit: www.routledge.com/9781138672550

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The Girl Who Collected Her Own Echo

The Place2Be Mental Health Manual for Schools

A Story about Friendship

Paula Nagel, Principal Educational Psychologist at Place2Be and Jonathan Wood

Juliette Ttofa, Educational Psychologist. Founder of ABC Psychology, Gloucestershire and Julia Gallego, Illustrator and designer, UK Series: Nurturing Emotional Resilience Storybooks The Girl who Collected Her Own Echo is a therapeutic story about finding friendship. In the story, a little girl lives by herself and loves to sing. One day whilst she is singing in a mysterious cave, she thinks that her echo must be the sound of other children singing, but she is too shy to approach them. When she meets a boy who loved hearing her sing but was too shy to approach her, she realises that they were both lonely and they can sing together as friends. Routledge Market: Education November 2017: 297x210: 28pp Pb: 978-1-138-30889-3: £11.99 eBook: 978-1-315-14320-0 * For full contents and more information, visit: www.routledge.com/9781138308893

Base your approach to mental wellbeing in school on practical advice and tools devised by leading experts, brought together by an author team from mental health charity, Place2Be. This essential manual suggests approaches to whole-school mental health, supported by lesson plans and an auditing framework so that you can deliver and demonstrate provision for the mental wellbeing of everyone in your institution. Subsequent sections offer detailed explanations of the issues and risk factors associated with a wide range of specific mental health issues, as well as practical guidance relating to each of the specific issues. Routledge Market: Education/ Mental Health September 2018: 297x210: 250pp Pb: 978-1-138-56900-3: £34.99 eBook: 978-0-203-70449-3 * For full contents and more information, visit: www.routledge.com/9781138569003

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The Hot and Bothered Air Balloon

The Scandalous Neglect of Children’s Mental Health

A Story about Feeling Stressed

What Schools Can Do

Juliette Ttofa, Educational Psychologist. Founder of ABC Psychology, Gloucestershire and Julia Gallego, Illustrator and designer, UK Series: Nurturing Emotional Resilience Storybooks The Hot and Bothered Air Balloon is a therapeutic story about feeling stressed. In the story, a hot air balloon is so hot and bothered that he is stuck high up in the air. With the help of a friendly puffin, the hot air balloon is able to come down to earth feeling better and more relaxed. The story teaches children about how we can use relaxation and mindfulness techniques when we are feeling stressed, and the benefits of finding an outlet for our emotional distress. Routledge Market: Education November 2017: 297x210: 20pp Pb: 978-1-138-30902-9: £11.99 eBook: 978-1-315-14324-8 * For full contents and more information, visit: www.routledge.com/9781138309029

James M. Kauffman, University of Virginia and Jeanmarie Badar The Scandalous Neglect of Children’s Mental Health: What Schools Can Do makes the case for the under-identification and under-service of children with mental health needs, both in special education and outside of it. After reading this brief but powerful book, you will better understand the need for expanded services for children and the nature of mental health needs. The risks and benefits of treatment, especially early intervention, are discussed in detail and guidelines for judging students‘ needs are provided. The sad fact that many people do not understand is that most young people with mental health needs never receive any treatment at all. Routledge Market: Education May 2018: 229 x 152: 172pp Hb: 978-0-815-34893-1: £95.00 Pb: 978-0-815-34895-5: £21.99 eBook: 978-1-351-16580-8 * For full contents and more information, visit: www.routledge.com/9780815348931

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The Inclusive Education Workbook

The Science of Dyscalculia

Teaching, Learning and Research in the Irregular School

Brian Butterworth

Roger Slee

Dyscalculia isn’t just being poor at maths; it is caused by differences in the structure and patterns in the brain. Professor Butterworth uniquely and radically links the most current neuroscience to pedagogical practice, explaining how science can be used for the identification of dyscalculia, and providing a simple and reliable way of predicting how well pupils acquire arithmetical competence. Backed up by topical research, he provides robust interventions that focus on helping pupils to strengthen the ability to process numerosities and to link them to the familiar number symbols, counting words and digits. Also included is a set of practical activities and number games for classroom use.

This unique volume seeks to dismantle the tide of exclusion in education, and encourages teachers to optimise learning for all students. The text extends across classrooms that exist in different contexts and familiarises readers with a range of social & education theories that underscore the practices it describes and advocates. Slee builds a framework for recognising and analysing the structure & culture of educational and social exclusion. He provides guidance for reforming education policies, programmes, practices & cultures to support all students in rewarding educational experiences and outcomes. Routledge Market: Education /SEN June 2018: 297x210: 224pp Hb: 978-1-138-28868-3: £90.00 Pb: 978-1-138-28869-0: £24.99 eBook: 978-1-315-26774-6 * For full contents and more information, visit: www.routledge.com/9781138288683

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Routledge Market: Education/ SEN June 2018: 246x174: 176pp Hb: 978-1-138-68860-5: £95.00 Pb: 978-1-138-68861-2: £24.99 eBook: 978-1-315-53811-2 * For full contents and more information, visit: www.routledge.com/9781138688605

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TEXTBOOK • READER

The Tale of Two Fishes

Understanding Special Educational Needs and Disability in the Early Years

A Story about Resilient Thinking Juliette Ttofa, Educational Psychologist. Founder of ABC Psychology, Gloucestershire and Julia Gallego, Illustrator and designer, UK Series: Nurturing Emotional Resilience Storybooks

Principles and Perspectives Janice Wearmouth, University of Bedfordshire, UK, Abigail Gosling, Julie Beams and Stephanie Davydaitis This key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with SEND. Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice 0 to 25 Years (DfE, 2015), the book charts the development of young children and their growing constructions of learning, communication, language, motor movement and emotion. Providing material that translates into practice in a straightforward and practical way, this text is packed full of personal accounts and case studies.

The Tale of Two Fishes is a therapeutic story about developing resilient thinking. A little girl feeds blue fishes with up-turned mouths and red fishes with down-turned mouths. The more she feeds the red fish, the bigger and more angry they become. The girl realises that if she feeds the blue fish and ignores the red, the blue fish will thrive. The story teaches children about the importance of balanced thinking and not dwelling too much on negative thoughts. Routledge Market: Education November 2017: 297x210: 20pp Pb: 978-1-138-30884-8: £11.99 eBook: 978-1-315-14317-0 * For full contents and more information, visit: www.routledge.com/9781138308848

Routledge Market: Education October 2017: 246x174: 216pp Hb: 978-1-138-20100-2: £105.00 Pb: 978-1-138-20101-9: £24.99 eBook: 978-1-315-51337-9 * For full contents and more information, visit: www.routledge.com/9781138201019

2nd Edition • NEW EDITION

Time to Talk

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Implementing Outstanding Practice in Speech, Language and Communication

Very Special Maths

Jean Gross, Education Consultant Series: nasen spotlight This new edition of Time to Talk, updated to reflect policy and SEN legislative changes since its original publication, provides a powerful and accessible resource for practitioners to help develop their own skills, as well as supporting a whole-school or setting approach to speaking and listening. Written by the government’s former Communication Champion for children, it showcases and celebrates effective approaches in schools and settings across the country. Jean Gross helpfully summarises research on what helps children and young people develop good language and communication skills, and highlights the importance of key factors: a place to talk, a reason to talk and support for talk. Routledge Market: Education /SEN December 2017: 246x174: 226pp Hb: 978-1-138-28057-1: £105.00 Pb: 978-1-138-28054-0: £27.99 eBook: 978-1-315-27196-5 Prev. Ed Pb: 978-0-415-63334-5 * For full contents and more information, visit: www.routledge.com/9781138280540

Developing Thinkking and Maths Skills for Pupils with Severe or Complex Learning Difficulties Les Staves Written for those who work with pupils with severe and profound learning difficulties, this practical book uniquely describes content for a special curriculum in maths, and looks at how early ideas develop and become real knowledge, essential to daily function. Les Staves explains recent theories about the early development of understanding numbers, including a breakdown of the processes of learning to count which are largely neglected in the National Curriculum. He also outlines the ‘big ideas’ that are fundamental to the beginnings of mathematical thinking for children with severe and profound learning difficulties, which are vital to carrying out practical mathematical processes. Routledge Market: Education June 2018: 246x174 Hb: 978-1-138-19551-6: £95.00 Pb: 978-1-138-19553-0: £22.99 eBook: 978-1-315-63834-8 * For full contents and more information, visit: www.routledge.com/9781138195516

Understanding and Using Spoken Language Games for 7 to 9 Year Olds Catherine Delamain and Jill Spring Series: The Good Communication Pathway This collection of original games and activities is designed for children aged 7 to 9 years old to develop their understanding and use of spoken language. The book can be used by mainstream teachers with the relevant age group, or by SENCOs and SLTS with older children with impaired or impoverished communication. This second edition has been revised and updated throughout in line with current policy, practice and legislation. The authors have written a new introduction and all illustrations are brand new. Resources are now available to download and/or print from the companion website. Routledge Market: Education September 2018: 297 x 210: 320pp Pb: 978-0-815-35497-0: £39.99 eBook: 978-1-351-13131-5 Prev. Ed Pb: 978-0-863-88515-0 * For full contents and more information, visit: www.routledge.com/9780815354970

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INTERNATIONAL & COMPARATIVE EDUCATION Dummy text to keep placeholder

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(Trans)national Imaginary, Identity, and Folk Culture in the Global Age

China’s Educational Language

Regis Malet Series: Critical Global Citizenship Education

Weili Zhao Series: Routledge Cultural Studies in Knowledge, Curriculum, and Education

This book examines the significance of music in the construction of identities and post-ethnicity belonging in a globalized world. Tracing the diffusion of folk culture, Malet explores its effect in an educational context. With a focus on American, Celtic, Balkan and North African folk and traditional music, he suggests new ways to comprehend the role and transmission of folk culture and music. Touching on transnationalism, migration, and the role of diaspora, this book moves beyond current theoretical approaches and offers an original understanding of the role of folk culture and music in the reshaping of national and regional identities and citizenship in education.

With a focus on the role of discourse and language in education, this book examines China’s educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China’s educational language about the body and teacher-student relations. Exploring the historical and cultural implications of the ways China’s schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape.

Routledge Market: Education May 2018: 229 x 152: 260pp Hb: 978-1-138-05199-7: £105.00 eBook: 978-1-315-16808-1 * For full contents and more information, visit: www.routledge.com/9781138051997

Education, Curriculum, and Knowledge in a Cross-Cultural Context

Routledge Market: Education June 2018: 229 x 152: 226pp Hb: 978-0-415-78754-3: £105.00 eBook: 978-1-315-22584-5 * For full contents and more information, visit: www.routledge.com/9780415787543

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Actionable Research for Educational Equity and Social Justice

Civil Society Organizations in Latin American Education

Higher Education Reform in China and Beyond

Case Studies and Perspectives on Advocacy

Edited by Wang Chen, Xu Li, Beijing Jiaotong University, China, Edward P. St. John, University of Michigan, USA and Clionna Hannon Actionable Research for Educational Equity and Social Justice advances a unique, engaged approach to promoting educational equity and social justice in higher education across China and beyond. Developed as a joint venture of senior and junior scholars in China and the United States, this book documents Chinese, Latin American, U.S., and European examples of engaged scholarship supporting the development of strategies for expanding educational opportunities for low-income families. Routledge Market: Education July 2018: 229 x 152: 250pp Hb: 978-0-815-37187-8: £105.00 eBook: 978-1-351-24586-9 * For full contents and more information, visit: www.routledge.com/9780815371878

Edited by Regina Cortina and Constanza Lafuente Series: Routledge Research in International and Comparative Education Examining the roles, impacts and challenges of civil society organizations (CSOs) in Latin America, this volume provides a broad perspective on the range of strategies these organizations employ and the obstacles they face in advocating for and delivering educational reform. Building on previous research on international and comparative education, development studies, research on social movements and nongovernmental organizations, chapter authors provides new insights about the increasing presence of CSOs in education and offer case studies demonstrating how these organizations‘ missions have evolved over time in Latin America. Routledge Market: Education January 2018: 229 x 152: 180pp Hb: 978-1-138-09741-4: £105.00 eBook: 978-1-315-10487-4 * For full contents and more information, visit: www.routledge.com/9781138097414

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Bourdieu and Chinese Education

Class Consciousness and Education in Sweden

Inequality, Competition, and Change

A Marxist Analysis of Revolution in a Social Democracy

Edited by Guanglun Michael Mu, Queensland University of Technology, Australia, Karen Dooley, Queensland University of Technology, Australia and Allan Luke, Queensland University of Technology, Australia Series: Expanding Literacies in Education As the great social transformations of our times advance, this book invites readers to consider the utility of Bourdieu’s sociological approach for research on their implications for contemporary China and its place in the world. Three major themes—inequality, competition, and change—are explored across four sections: theoretical and contextual bases; empirical studies of students’ social (im)mobility based on social divides of class and rural/urban location; the re-formation of teacherly selves and of the field of schooling in China; and the university as an institution for production of knowledge about education in the globalizing academy. Routledge Market: Education in China/Sociology of Education/Bourdieu October 2018: 229 x 152: 288pp Hb: 978-1-138-09862-6: £95.00 Pb: 978-1-138-09867-1: £29.99 eBook: 978-1-315-10433-1 * For full contents and more information, visit: www.routledge.com/9781138098626

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Alpesh Maisuria Series: Routledge Studies in Education, Neoliberalism, and Marxism Emerging from a Marxist perspective, this book focuses on the importance of social class and the role of education broadly in relation to the possibility of revolutionary change in Sweden and beyond. Critically tracing the celebrated so-called ‘Swedish model’ from its inception to its current neoliberalisation, Maisuria explores the contours of class as part of social democratic history, culture and education, especially against the alternatives of communism and fascism. Routledge Market: Education December 2017: 229 x 152: 226pp Hb: 978-1-138-28600-9: £105.00 eBook: 978-1-315-26868-2 * For full contents and more information, visit: www.routledge.com/9781138286009

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Classroom Change in Developing Countries

Educating the Global Environmental Citizen

From Progressive Cage to Formalistic Frame

Understanding Ecopedagogy in Local and Global Contexts

Gerard Guthrie, Independent Researcher, New Zealand. Series: Routledge Research in International and Comparative Education Progressive Education has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies to show how culturally intuitive formalistic teaching styles can induce positive classroom change. Routledge Market: Education/Schools March 2018: 234x156: 256pp Hb: 978-0-815-35519-9: £115.00 eBook: 978-1-351-13047-9 * For full contents and more information, visit: www.routledge.com/9780815355199

Greg William Misiaszek, Beijing Normal University, China Series: Critical Global Citizenship Education Misiaszek examines the (dis)connection between critical global citizenship education models and ecopedagogy which is grounded in Paulo Freire’s pedagogy. Exploring how concepts of citizenship are affected by globalization, this book argues that environmental pedagogues must teach critical environmental literacies in order for students to understand global environmental issues through the world’s diverse perspectives. Misiaszek analyses the ways environmental pedagogies can use aspects of critical global citizenship education to better understand how environmental issues are contextually experienced and understood by societies locally and globally. Routledge Market: Education December 2017: 229 x 152: 236pp Hb: 978-1-138-70089-5: £105.00 eBook: 978-1-315-20434-5 * For full contents and more information, visit: www.routledge.com/9781138700895

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Cosmopolitanism in Diverse Students’ Lives

Educational Choices, Aspirations and Transitions in Europe

Universal and Restricted Expressions Eleni Oikonomidoy Series: Routledge Research in Education Based on a meta-analysis from five qualitative studies conducted with secondary and college students, this book explores the multiple ways in which cosmopolitanism shapes students‘ lives. Grounded in a framework of critical cosmopolitanism, this book examines how students‘ identities develop in new contexts and how their perceptions of themselves change. With a focus on native-born, international, immigrant, and refugee students, Oikonomidoy discusses the ways in which students express their cosmopolitan orientations and interact in cross-cultural settings, and offers insights for scholars and teacher educators. Routledge Market: Education December 2018: 229 x 152: 250pp Hb: 978-1-138-29681-7: £105.00 eBook: 978-1-315-09973-6 * For full contents and more information, visit: www.routledge.com/9781138296817

Systemic, Institutional and Subjective Constraints Edited by Aina Tarabini and Nicola Ingram Series: Routledge Research in International and Comparative Education Educational Choices, Aspirations and Transitions in Europe analyses educational choices and transitions in nine European countries and provides an engaging and comparative examination of issues of inequality in these contexts. Beginning with an overview of the theoretical landscape, the book posits ways of understanding transitional experiences through both a social and a political lens. The rest of the chapters explore these issues within the context of specific countries and at different stages of young people’s transitions through education systems. Finally, the book closes with recommendations for policy and practice that would help to promote greater equity and social justice. Routledge Market: Education June 2018: 234x156: 224pp Hb: 978-1-138-10403-7: £105.00 eBook: 978-1-315-10236-8 * For full contents and more information, visit: www.routledge.com/9781138104037

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Developing Intercultural Communicative Competence for Educational Exchange

Educational Reciprocity and Adaptivity

A Multinational Perspective Alvino Fantini Developing Intercultural Communicative Competence for Educational Exchange explores intercultural communicative competence (ICC), a set of abilities intended to promote college students’ reciprocal engagement with diversity during study abroad and other educational exchange programming. A highly original contribution to the intercultural communication literature, this book bases its comprehensive view of ICC on an extensive literary search in six languages and spanning 50 years to identify ICC’s multiple components. Routledge Market: Education August 2018: 216 x 140: 130pp Hb: 978-0-815-36967-7: £40.00 * For full contents and more information, visit: www.routledge.com/9780815369677

International Students and Stakeholders Edited by Abe W. Ata, Deakin University, Australia, Ly Thi Tran, Deakin University, Australia and Indika Liyanage, Deakin University, Australia Series: Routledge Research in International and Comparative Education Studies into international students’ experience tend to focus on the quality of service provision, student satisfaction, adaptation, integration and employment. However, the seemingly unidirectional view put forward within this body of research that adaptability to new educational settings is the responsibility of international students alone, is increasingly being challenged. Educational Reciprocity and Adaptability issues such a challenge and argues that, in order to achieve an efficient and equitable accommodation of international students in educational settings, reciprocal responses are required by the students and their stakeholders alike. Routledge Market: Education January 2018: 234x156: 276pp Hb: 978-1-138-70739-9: £115.00 eBook: 978-1-315-20141-2 * For full contents and more information, visit: www.routledge.com/9781138707399

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Engaging Youth in Activist Research and Pedagogical Praxis

Global Perspectives on International Student Experiences in Higher Education

Transnational Perspectives on Gender, Sex, and Race

Tensions and Issues

Edited by Jeff Hearn, Tamara Shefer, Kopano Ratele, Professor at the Institute for Social & Health Sciences at the University of South Africa, and Co-Director of the MRC-Unisa Violence, Injury and Peace Research Unit, South Africa and Floretta Boonzaier Series: Routledge Critical Studies in Gender and Sexuality in Education

Edited by Krishna Bista

Drawing upon pedagogical, programmatic, and activist work with respect to challenging inequalities and injustices for young people, the authors interrogate the dominant discourses of sexuality, gender and race. This transdisciplinary framework provides a critical and empathetic lens on the current challenges young South Africans and Finns face, with particular focus on violence, and specifically inequalities of class, race, gender, age, sexuality, ability, and health. Routledge Market: Education May 2018: 229 x 152: 288pp Hb: 978-1-138-28300-8: £95.00 eBook: 978-1-315-27047-0 * For full contents and more information, visit: www.routledge.com/9781138283008

Examining a wide range of international student experiences, this edited collection of case studies sheds light on the over four million students who cross geographical, cultural, and educational borders for higher education outside of their home countries. Contributors discuss and analyse a wide range of obstacles and topics, including culture shock, obstacles to academic success, extracurricular activities, use of technology, and student mental health. Offering a rich understanding of these students and their global college experiences in Africa, Asia, Australia, Europe and Americas, this book offers research-based strategies to effectively recruit, engage, support, and retain international students as they participate in higher educational settings around the world. Routledge Market: Education July 2018: 229 x 152: 204pp Hb: 978-1-138-08050-8: £105.00 eBook: 978-1-315-11345-6 * For full contents and more information, visit: www.routledge.com/9781138080508

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English Tertiary Education in Vietnam

Handbook of International Perspectives on Early Childhood Education

Foreign language policy and nation building Edited by James Albright, The University of Newcastle, Australia Series: Routledge Critical Studies in Asian Education This book documents the significant progress and challenges in the realisation of Vietnam‘s English language policies as they are enacted in the higher education sector. Changes to Vietnam’s Higher Educations system remain unstable, unsystematic, and insubstantial. The book provides a look into how recent Vietnamese government policy is providing for substantial and comprehensive renewal of Vietnam’s tertiary education as part of their 2020 Plan. The book brings together a wide range of mainly Vietnamese and some foreign English education scholars and tertiary educational practitioners. Routledge Market: Education October 2018: 234x156: 224pp Hb: 978-0-415-79197-7: £95.00 eBook: 978-1-315-21209-8 * For full contents and more information, visit: www.routledge.com/9780415791977

Edited by Jaipaul L. Roopnarine, Syracuse University, USA, James E. Johnson, Pennsylvania State University, USA, Suzanne Flannery Quinn, University of Roehampton, UK and Michael M. Patte, Bloomsburg University of Pennsylvania, USA The Handbook of International Perspectives on Early Childhood Education provides a groundbreaking compilation of research from an interdisciplinary group of distinguished experts in early childhood education, child development, cultural and cross cultural research in the psychological sciences, etc. The chapters provide current overviews of ECE in Latin America and the Caribbean, the Middle East, Asia, Australia, Africa, Europe, the US and Canada, and convey how ECE is multi-sectorial, multi-cultural, and multi-disciplinary, undergirded by such disciplines as neuroscience, psychological anthropology, cross-cultural human development, childhood studies and political science. Routledge Market: Education March 2018: 254 x 178: 480pp Hb: 978-1-138-67302-1: £220.00 Pb: 978-1-138-67303-8: £88.99 eBook: 978-1-315-56219-3 * For full contents and more information, visit: www.routledge.com/9781138673021

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Global Perspectives on Education Research

Imagining the Future of Global Education

Edited by Lori Diane Hill, American Educational Research Association, USA and Felice J. Levine, American Educational Research Association, USA

Dreams and Nightmares Edited by Yong Zhao and Brian Gearin, University of Oregon, USA

The book’s ten chapters are organized around four themes: Education Policy, Teaching and Learning, School Context and Student Outcomes, and Assessment and Measurement. Each chapter offers cross-cultural, transnational, or comparative insights on some of the most pressing challenges and promising opportunities for improving education around the world. Across thematic areas, these perspectives shape new ways of understanding context as an influence on, and a framework for, conceptual insights into education policy and practice at the international, national, and local levels. Routledge Market: Education March 2018: 229 x 152: 264pp Hb: 978-0-815-35625-7: £120.00 Pb: 978-0-815-35627-1: £36.99 eBook: 978-1-351-12842-1 * For full contents and more information, visit: www.routledge.com/9780815356257

Focusing on national visions of education and the imaginary futures that nations seek to make reality, this book examines the Grand Educational Narrative (GEN) and the major institutions that shape and disseminate it. It critiques how the GEN policy implementation process frequently turns dreams of upward mobility into nightmares. In this way, the book takes a distinctly different approach than most comparative and international education studies. Rather than being oriented toward the past and asking how education systems around the world ended up where they are, this volume seeks an understanding of how educational visions from around the world inform the present and shape the future. Routledge Market: Global Education Policy and Futurology October 2017: 229 x 152: 212pp Hb: 978-1-138-09030-9: £95.00 Pb: 978-1-138-09031-6: £29.99 eBook: 978-1-315-10871-1 * For full contents and more information, visit: www.routledge.com/9781138090316

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Postcolonialism, Globalization, and Education

The Making of Indigeneity, Curriculum History, and the Limits of Diversity

Engaging Identities, Cultures, and Curriculum Edited by Nina Asher, Justin Grinage and Christopher Kolb Series: Routledge Research in Education This collection examines the intertwined relationship of postcolonialism and globalization in relation to education. Specifically, it analyzes the structures, processes, and effects of recolonization, exploitation, and inculcation in schools, communities, and larger systemic contexts. With depth, breadth, and fresh perspectives on theory, research, and educational practice in transnational contexts, contributors offer insights on colonial and capitalist exploitation that shape not only history, politics, and economics, but culture and education. Routledge Market: Education May 2018: 229 x 152: 240pp Hb: 978-1-138-12050-1: £90.00 eBook: 978-1-315-65166-8 * For full contents and more information, visit: www.routledge.com/9781138120501

Ligia (Licho) López López Series: Routledge Research in Educational Equality and Diversity Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in Guatemalan curriculum. Taking a multidisciplinary approach to the development of Guatemalan teacher education, López provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "common sense" markers of diversity such as race, gender, and ethnicity, López focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in Guatemalan education today. Routledge Market: Education October 2017: 229 x 152: 232pp Hb: 978-1-138-22848-1: £105.00 eBook: 978-1-315-39242-4 * For full contents and more information, visit: www.routledge.com/9781138228481

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Routledge International Handbook of Schools and Schooling in Asia

The Norwegian Mission’s Literacy Work in Colonial and Independent Madagascar

Edited by Kerry J. Kennedy, The Education University of Hong Kong, Hong Kong and John Chi-Kin Lee, The Education University of Hong Kong, Hong Kong Series: Routledge International Handbooks This handbook provides an ultimate reference work that provides authoritative and international overviews of schools and schooling in Asia. In three parts, it displays the current state of the scholarship for schools and schooling in Asia including emerging, controversial and cutting-edge contributions in a thematic approach. Part (i) takes a broad sweep of the region with a focus on theoretical, cultural and political issues; Part (ii) identifies educational issues and priorities (such as curriculum, assessment, teacher education, school leadership, etc.) all of which impact students and learning in multiple ways. Routledge Market: Education May 2018: 246x174: 1048pp Hb: 978-1-138-90849-9: £175.00 eBook: 978-1-315-69438-2 * For full contents and more information, visit: www.routledge.com/9781138908499

Ellen Vea Rosnes Series: Routledge Research in Literacy Offering an original historical perspective on literacy work in Africa, this book examines the role of the Norwegian Lutheran mission in Madagascar and sheds light on the motivations that drove colonizing powers’ literacy work. Focusing on both colonial and independent Madagascar, Vea Rosnes examines how literacy practices were facilitated through mission schools and the impact on the reading and writing skills to Malagasy children and youth. Analysing how literacy work influenced identity formation and power relations in the Malagasy society, the author offers new insights into the field of language and education in Africa. Routledge Market: Education September 2018: 229 x 152: 240pp Hb: 978-1-138-73915-4: £105.00 eBook: 978-1-315-18432-6 * For full contents and more information, visit: www.routledge.com/9781138739154

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Teacher Education for Diversity

Women, Islam and Education

Conversations from the Global South

Educating Women in the Islamic Republic of Iran

Edited by Elizabeth Walton and Ruskana Osman, University of Witswatersrand, South Africa Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education. Contributors draw on first-hand experiences of living and working in countries including Brazil, China, South Africa, New Zealand and Malawi. Chapters address difference and diversity on both a conceptual and empirical level, acknowledging the significance of various global trends including increased migration and urbanization; and broadening understandings of race, religion, gender, sexuality and dis/ability. Routledge Market: Education February 2018: 234x156: 206pp Hb: 978-1-138-63040-6: £105.00 Pb: 978-1-138-63041-3: £29.99 eBook: 978-1-315-20941-8 * For full contents and more information, visit: www.routledge.com/9781138630406

Edited by Goli M. Rezai-Rashti, University of Western Ontario, London, Canada and Golnar Mehran Series: Routledge Critical Studies in Gender and Sexuality in Education Drawing out the complexities and nuances in women’s education in relation to the aftermath of the 1979 Iranian Revolution, this edited collection examines implications of religious-based policies on gender relations as well as the unanticipated outcomes of increasing participation of women in education in Iran. With a focus on the impact of Islamic interpretations and teachings in the post-Revolution context, this volume offers insight into the paradox of increasing educational opportunities for women despite the discriminatory laws and restrictions they face. Routledge Market: Education December 2018: 229 x 152: 250pp Hb: 978-1-138-23673-8: £105.00 eBook: 978-1-315-30175-4 * For full contents and more information, visit: www.routledge.com/9781138236738

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MULTICULTURAL EDUCATION 2nd Edition • NEW EDITION

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Case Studies on Diversity and Social Justice Education

Routledge International Handbook of Multicultural Education Research in Asia Pacific

Paul C. Gorski, George Mason University, USA and Seema G. Pothini, Educational Equity and Diversity Consultant Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. This revised edition adds 10 new cases to offer greater coverage of elementary education, as well as topics such as body-shaming, Black Lives Matter, and transgender oppression. Existing cases have been updated to reflect new societal contexts, and streamlined for ease-of-use. The book begins with a seven-point process for examining case studies and cases conclude with a series of questions to guide discussion and a section of facilitator notes. Routledge Market: Education February 2018: 229 x 152: 140pp Hb: 978-0-815-37498-5: £120.00 Pb: 978-0-815-37500-5: £28.99 eBook: 978-1-351-14252-6 Prev. Ed Hb: 978-0-415-65824-9 * For full contents and more information, visit: www.routledge.com/9780815374985

Edited by Yun-Kyung Cha, Hanyang University, Seoul, Seung-Hwan Ham, Hanyang University, Korea and Lee Moosung, University of Canberra, Australia Series: Routledge International Handbooks This handbook for educators and researchers consists of an unparalleled set of conceptual essays and empirical studies that advance new perspectives and build empirical ground on multicultural education issues from 12 different selected societies in Asia Pacific. This unique, edited book will be a solid resource particularly for graduate students, educators, and researchers involved in multicultural education, given its multiple balances in terms of 1) conceptual essays, empirical studies, and practical implications, 2) contributions from emerging scholars, established scholars, and leading scholars in the field, and 3) comprehensive coverage of key subareas in multicultural education. Routledge Market: Education April 2018: 246x174: 296pp Hb: 978-1-138-83124-7: £175.00 eBook: 978-1-351-17995-9 * For full contents and more information, visit: www.routledge.com/9781138831247

2nd Edition • TEXTBOOK • READER

TEXTBOOK • READER

Education and Racism A Primer on Issues and Dilemmas

Teaching and Learning about Difference through Social Media

Zeus Leonardo and W. Norton Grubb, University of California, Berkeley, USA

Reflection, Engagement, and Self-assessment

Designed for introductory courses, each chapter provides an overview of a main issue or dilemma in the research on racial inequality and education and approaches that have been offered to explain or address them. Updates include an additional, introductory set of discussion questions to ensure all students engage and respond to chapter material; as well as additional coverage of tracking and critical race theory. Perfect for courses in Multicultural Education, Sociology of Education, Ethnic Studies and more, Racism and Eudcation is the ideal primer for engaging students new to race and education without sacrificing the content for those who are already familiar with the field. Routledge Market: Education July 2018 Hb: 978-1-138-11876-8: £80.00 Pb: 978-1-138-11877-5: £29.99 eBook: 978-1-315-10120-0 * For full contents and more information, visit: www.routledge.com/9781138118768

Lillian Vega-Castaneda and Mario Castaneda This is a content and practice based text for pre-service teachers that integrates the identification of issues of difference---such as sexism, heterosexism, racism, and religious intolerance---along with suggestions for distinct teaching strategies. Drawing from critical literacy techniques, the text explains the varying perspectives from which various topics are represented in the media, including attention to bias, fact, and explicit and implied messages. Practical applications for classroom engagement include small and whole group discussion, related mash-ups, role-playing, social-media debate, topic oriented social media critique, and guidelines for deciding how and when to use each. Routledge Market: Education September 2018: 229 x 152: 300pp Hb: 978-0-815-37628-6: £110.00 Pb: 978-0-815-37629-3: £36.99 eBook: 978-1-351-23821-2 * For full contents and more information, visit: www.routledge.com/9780815376286

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Education, Conflict, and Globalisation

The Relationality of Race in Education Research

Edited by Stephanie Bengtsson, Wittgenstein Centre for Demography & Global Human Capital, Austria and Sarah Dryden-Peterson This book explores two critical dimensions of education amid conflict and in post-conflict settings. It traces and intertwines local and global histories of education amidst conflict, and puts them into conversation with the present. It was originally published as a special issue of Globalisation, Societies and Education.

Routledge Market: Education November 2017: 246x174: 126pp Hb: 978-1-138-56160-1: £115.00 * For full contents and more information, visit: www.routledge.com/9781138561601

Edited by Greg Vass, University of New South Wales, Australia, Jacinta Maxwell, University of Southern Queensland, Australia, Sophie Rudolph, University of Melbourne, Australia and Kalervo N. Gulson, University of New South Wales, Sydney, Australia Series: Local/Global Issues in Education This edited collection examines the ways in which the local and global are key to understanding race and racism in the intersectional context of contemporary education. Analysing a broad range of examples, it highlights how race and racism is a relational phenomenon, that interconnects local, national and global contexts and ideas. The book will guide readers as they navigate issues of race in education research and practice, and its chapters will serve as provocations designed to assist in critically understanding this challenging field. It reaches beyond education scholarship, as concerns to do with race remain intertwined with wider social justice issues. Routledge Market: Education/Sociology October 2017: 234x156: 182pp Hb: 978-1-138-50100-3: £120.00 Pb: 978-1-138-50107-2: £29.99 eBook: 978-1-315-14414-6 * For full contents and more information, visit: www.routledge.com/9781138501072

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Toward What Justice? Describing Diverse Dreams of Justice in Education Edited by Eve Tuck, University of Toronto, Canada and K Wayne Yang, University of California, San Diego, USA Toward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities. Their chapters, written boldly and pressing directly into the difficult and even strained questions of justice, reflect on the contingencies and incongruencies at work when considering what justice wants and requires. At its heart, Toward What Justice? is a book about justice projects, and the incommensurable investments that social justice projects can make. Routledge Market: Education February 2018: 229 x 152: 160pp Hb: 978-1-138-20572-7: ÂŁ120.00 Pb: 978-1-138-20571-0: ÂŁ32.99 eBook: 978-1-351-24093-2 * For full contents and more information, visit: www.routledge.com/9781138205727

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OPEN & DISTANCE EDUCATION AND ELEARNING TEXTBOOK • READER

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An Introduction to Distance Education

ChatBots, TeacherBots, and Pedagogical Agents

Understanding Teaching and Learning in a New Era

Systems and Algorithms That Teach

Edited by Marti Cleveland-Innes and Randy Garrison

George Veletsianos

An Introduction to Distance Education provides a comprehensive look at the field of distance education, outlining current theories, practices, and goals that are essential to effective design, delivery, and navigation. As an alternative pedagogical approach, distance education is posited to meet the evolving demands for access, affordability, and quality in higher education. This fully revised and updated second edition reviews the history of distance education while addressing its current influence on the education sector. The book offers a solid foundation from which to explore and develop new approaches to designing and implementing online courses.

ChatBots, TeacherBots, and Pedagogical Agents: Systems and Programs That Teach illuminates the opportunities and challenges of instructional machines and proposes ways to design bots that enhance learning and teaching. These technologies have been used for numerous purposes—from answering student questions to increasing students’ motivation, comfort, and problem-solving skills— but the evidence supporting positive outcomes is ambiguous, and much less is known about the ways that learners and bots interact. This qualitative, ethnographic investigation offers students, faculty, administrators, researchers, developers, and other stakeholders a firm understanding of the emerging bot market.

Routledge Market: Education August 2018: 229 x 152: 288pp Hb: 978-1-138-05440-0: £90.00 Pb: 978-1-138-05441-7: £31.99 eBook: 978-1-315-16689-6 * For full contents and more information, visit: www.routledge.com/9781138054400

Routledge Market: Education / Technology September 2018: 229 x 152: 128pp Hb: 978-1-138-30599-1: £90.00 Pb: 978-1-138-30600-4: £24.99 eBook: 978-0-203-72863-5 * For full contents and more information, visit: www.routledge.com/9781138305991

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Best Practices in Planning Strategically for Online Educational Programs

Children and Families in the Digital Age

Elliot King, Loyola University Maryland, USA and Neil Alperstein, Loyola University Maryland, USA Series: Best Practices in Online Teaching and Learning Best Practices in Planning Strategically for Online Educational Programs is a step-by-step guide to developing strategic plans for creating and implementing online educational programs within higher education institutions. From conception to execution and assessment, the successful management of purposeful online educational programs in colleges and universities carries increasing importance and a unique set of requirements. With computer networked-based technologies gaining ground in traditional private and public institutions, this critical volume is the first to apply the principles and practices associated with strategic planning specifically to online educational programs. Routledge Market: Education / Technology November 2017: 229 x 152: 224pp Hb: 978-1-138-93618-8: £90.00 Pb: 978-1-138-93619-5: £21.99 eBook: 978-1-315-67700-2 * For full contents and more information, visit: www.routledge.com/9781138936195

Learning Together in a Media Saturated Culture Edited by Elisabeth Gee, Lori Takeuchi and Ellen Wartella Children and Families in the Digital Age offers a fresh, nuanced, and empirically-based perspective on how families are using digital media to enhance learning, routines, and relationships. This powerful edited collection contributes to a growing body of work suggesting the importance of understanding how the consequences of digital media use are shaped by family culture, values, practices, and the larger social and economic contexts of families’ lives. Chapters offer case studies, real-life examples, and analyses of large-scale national survey data, and provide insights into previously unexplored topics such as the role of siblings in shaping the home media ecology. Routledge Market: Education / Technology November 2017: 229 x 152: 228pp Hb: 978-1-138-23860-2: £120.00 Pb: 978-1-138-23861-9: £26.99 eBook: 978-1-315-29717-0 * For full contents and more information, visit: www.routledge.com/9781138238619

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Case-Based E-Learning Design

Culturally Inclusive Instructional Design

for Real-World Problem Solving

A Framework and Guide to Building Online Wisdom Communities

Ikseon "Ike" Choi, University of Georgia, USA Case-Based E-learning Design guides educators and instructional designers through the integration and design of effective case-based e-learning environments. Driven by a series of rich case studies conducted across a variety of disciplines, this book provides a foundation in basic principles of learning that can be transferred to e-learning design as well as concrete strategies that are applicable to real-world problems. Each strategy is explained according to the underlying theoretical rationale, pedagogical dimensions, examples of interface design practices, formative evaluation results, and lessons learned from the cases. Routledge Market: Education July 2018: 229 x 152: 224pp Hb: 978-1-138-90448-4: £90.00 Pb: 978-1-138-90449-1: £29.99 eBook: 978-1-315-69629-4 * For full contents and more information, visit: www.routledge.com/9781138904484

Charlotte Gunawardena, University of New Mexico, USA, Casey Frechette, University of South Florida St. Petersburg, USA and Ludmila Layne, Armone Solutions LLC Culturally Inclusive Instructional Design provides instructional designers with a framework for thinking about culture in online courses, and offers specific guidance on how to build inclusive online communities that encourage reflection and growth, regardless of content domain. Due to advances in digital technologies, more people from more places can learn together than ever before. But what happens when students from culturally diverse backgrounds learn with one another? How can differences in how they think and communicate lead to richer learning outcomes? This book answers those questions by addressing the need for inclusive rather than neutral instructional design. Routledge Market: Education June 2018: 229 x 152: 256pp Hb: 978-1-138-21785-0: £90.00 Pb: 978-1-138-21786-7: £27.99 eBook: 978-1-315-43920-4 * For full contents and more information, visit: www.routledge.com/9781138217850

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Designing and Developing Robust Instructional Apps

Introduction to Online Education

Ken Luterbach

Anthony G. Picciano, Hunter College and the Graduate Center of the City University of New York, USA

Designing and Developing Robust Instructional Apps advances the state of instructional app development using three learning paradigms: building knowledge foundations, problem-solving, and experimentation. Drawing on lessons from noted educational technologists, time-tested instructional design processes, and user experience design, the book considers the planning and specification of apps that blend media and instructional method. For readers with little to no programming experience, introductory treatments of JavaScript and Python, along with data fundamentals and machine learning techniques, offer a guided journey that concludes with next steps for the future of instructional apps. Routledge Market: Education March 2018: 229 x 152: 216pp Hb: 978-1-138-30317-1: £105.00 Pb: 978-1-138-30318-8: £31.99 eBook: 978-0-203-73150-5 * For full contents and more information, visit: www.routledge.com/9781138303171

Theory and Practice

Introduction to Online Education is a foundational textbook that addresses online education research, policy, and implementation in institutions throughout the world. As blended and fully online teaching models become increasingly adopted in colleges and universities globally, critical insights are needed into both emerging digital platforms as well as the important theoretical, pedagogical and policy implications developing around them. This book offers expert perspectives into the evolution and market conditions of online education from the 1990s to the present along with evidence-based insights into program integration, delivery of instruction, and good practice. Routledge Market: Education September 2018: 254 x 178: 208pp Hb: 978-0-415-78411-5: £155.00 Pb: 978-0-415-78413-9: £29.99 eBook: 978-1-315-22675-0 * For full contents and more information, visit: www.routledge.com/9780415784115

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Designing Effective Digital Badges

Learning Analytics Goes to School

Applications for Learning

A Collaborative Approach to Improving Education

Joseph R. Fanfarelli and Rudy McDaniel Designing Effective Digital Badges is a guide to digital badge design principles that examines the advantages and challenges of implementing and assessing this emerging credentialing system. The book discusses fundamental concepts of badging, research-based characteristics of well-designed badging systems, and examples from multiple real-world contexts to convey how badges can be created and applied in a variety of settings. Professionals in instructional design, gamification, mobile learning, virtual reality, informal environments, and beyond will find highly practical strategies for the credentialing, goal-setting, and motivation of their students. Routledge Market: Education / Technology August 2018: 229 x 152 Hb: 978-1-138-30612-7: £120.00 Pb: 978-1-138-30613-4: £26.99 eBook: 978-0-203-72855-0 * For full contents and more information, visit: www.routledge.com/9781138306127

Andrew Krumm, SRI International, Barbara Means, SRI International and Marie Bienkowski, SRI International Learning Analytics Goes to School presents a framework for understanding how to conduct new forms of education research and enact new approaches to improving education practice made possible by big data. The application of big data techniques to learning and education is new, but has been growing rapidly, fueled by the visible successes of applications of analytics in the commercial and political realms. In this book, three leading researchers convey lessons from their own experiences—and the current state of the art in educational data mining and learning analytics more generally—by providing an explicit set of tools and processes for engaging in collaborative data-intensive improvement. Routledge Market: Education February 2018: 229 x 152: 196pp Hb: 978-1-138-12182-9: £120.00 Pb: 978-1-138-12183-6: £29.99 eBook: 978-1-315-65072-2 * For full contents and more information, visit: www.routledge.com/9781138121829

4th Edition • NEW EDITION

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Handbook of Distance Education

Learning Analytics in Higher Education

Edited by Michael Grahame Moore, Pennsylvania State University, USA th

The Handbook of Distance Education, 4 Edition provides a comprehensive compendium of research in all aspects of distance education. 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. Key features include coverage of all aspects of distance education, including design, instruction, management, policy, and a section on different audiences. Chapter authors frame their topics in terms of empirical research and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field. Routledge Market: Education August 2018: 254 x 178: 752pp Hb: 978-1-138-23899-2: £180.00 Pb: 978-1-138-23900-5: £75.00 eBook: 978-1-315-29613-5 Prev. Ed Hb: 978-0-415-89764-8 * For full contents and more information, visit: www.routledge.com/9781138238992

Current Innovations, Future Potential, and Practical Applications Edited by Jaime Lester, Carrie Klein, Aditya Johri, George Mason University, USA and Huzefa Rangwala Learning analytics-informed systems have the potential to generate new insight into courses and student learning by creating responsive feedback mechanisms that can shape data-informed decision making as it relates to teaching, learning and advising. This book will provide a better understanding of the availability of learning analytics tools; how to critically evaluate their methodologies; how to integrate these tools into student advising practice; and how to use these tools and their data into organizational decision-making. Routledge Market: Education August 2018: 229 x 152: 240pp Hb: 978-1-138-30213-6: £125.00 Pb: 978-1-138-30217-4: £36.99 eBook: 978-0-203-73186-4 * For full contents and more information, visit: www.routledge.com/9781138302136

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100

OPEN & DISTANCE EDUCATION AND ELEARNING

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Learning Design in Practice

Measurements in Distance Education

Fostering Different Pedagogical Approaches

A Compendium of Instruments, Scales, and Measures for Evaluating Online Learning

Grainne Conole, The Open University, UK

Amy J. Catalano, Hofstra University, USA

Learning Design in Practice provides tools, design methods, and approaches that will help anyone design pedagogically effective learning activities and curricula which make effective use of available technologies. New technologies facilitate different pedagogical approaches and offer a wealth of ways in which learners can communicate and collaborate, but there has so far been a gap between the potential of these technologies and their actual use in practice. This book will enable readers to design and deliver more effective, pedagogically-informed learning and maximize use of technologies to enhance the learner experience. Routledge Market: Education August 2018: 229 x 152: 224pp Hb: 978-0-415-83929-7: £85.00 Pb: 978-0-415-83931-0: £24.99 eBook: 978-0-203-77325-3 * For full contents and more information, visit: www.routledge.com/9780415839297

Measurements in Distance Education is a concise, well-organized guide to some of the many instruments, scales, and methods that have been created to assess distance education environments, learners, and teachers. Entries are organized according to the qualities these measures attempt to gauge—such as engagement and information retention—and provide summaries of each instrument, usage information, the history of its development, and validation, including any reported psychometric properties. Offering more than 50 different surveys, tests, and other metrics, this book is an essential reference for anyone interested in understanding distance education assessment. Routledge Market: Education March 2018: 229 x 152: 144pp Hb: 978-1-138-71447-2: £105.00 Pb: 978-1-138-71446-5: £32.99 eBook: 978-1-315-22944-7 * For full contents and more information, visit: www.routledge.com/9781315229447

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Learning Engineering for Online Education

Mobile Learning and Higher Education

Theoretical Contexts and Design-Based Examples

Challenges in Context

Edited by Chris Dede, John Richards and Bror V.H. Saxberg Learning Engineering for Online Education is a comprehensive overview of the emerging field of learning engineering, a form of educational optimization driven by analytics, design-based research, and fast-paced, large-scale experimentation. Chapters written by instructional design and distance learning innovators explore the theoretical context of learning engineering and provide design-based examples from top educational institutions. Concluding with an agenda for future research, this volume is essential for those interested in using data and high-quality outcome evidence to improve student engagement, instructional efficacy, and results in online and blended settings. Routledge Market: Education / Technology October 2018: 229 x 152 Hb: 978-0-815-39441-9: £105.00 Pb: 978-0-815-39442-6: £35.99 eBook: 978-1-351-18619-3 * For full contents and more information, visit: www.routledge.com/9780815394419

Edited by Helen Crompton and John Traxler, University of Wolverhampton, UK Mobile Learning and Higher Education provides case studies of mobile learning in higher education settings to showcase how devices can transform learning at the undergraduate and graduate levels. With the rapid diffusion of networked technologies among the adult populations of many countries and the supersession of the once-ubiquitous lecture approach with active learner-centered teaching for deep understanding, mobile devices are increasingly used in higher education classrooms to offer unique and effective new approaches to teaching and learning. A cutting-edge research volume, this collection also provides a springboard for building better practices in higher education institutions. Routledge Market: Education / Technology December 2017: 229 x 152: 210pp Hb: 978-1-138-23876-3: £120.00 Pb: 978-1-138-23877-0: £36.99 eBook: 978-1-315-29673-9 * For full contents and more information, visit: www.routledge.com/9781138238770

TEXTBOOK • READER

Managing and Supporting Instructional Design and Development

Motivation, Learning, and Technology Embodied Educational Motivation

Milton C. Nielsen and J. Michael Spector, University of North Texas, USA Series: Interdisciplinary Approaches to Educational Technology

J. Michael Spector, University of North Texas, USA and Seung Won Park, Sungkyunkwan University, South Korea Series: Interdisciplinary Approaches to Educational Technology

Managing and Supporting Instructional Design and Development is a practical guide to managing multiple levels of instructional design activities, based upon management concept and application as well as instructional design process and application. The book takes an integrated approach within each level of an instructional design project: lesson, block, course, and courses leading to a certificate or degree. Topics of special focus ranging from scope and estimation to personnel and communication are addressed initially as discrete and segregated topics and later elaborated in more detail within the context of the different project or program levels.

Motivation, Learning, and Technology is a fresh, thorough, and practical introduction to motivational research, theories, and applications for learning and instruction. Written for both instructional designers and teachers, this foundational textbook combines learning design and learning technologies, synthesis of current research and models, and practical advice for those looking to improve how they motivate learners. Building from existing models in an interactional, holistic approach, J. Michael Spector and Seung Won Park guide readers through all steps of

Routledge Market: Education / Technology November 2018: 254 x 178: 224pp Hb: 978-1-138-79453-5: £90.00 Pb: 978-1-138-79454-2: £29.99 eBook: 978-1-315-75917-3 * For full contents and more information, visit: www.routledge.com/9781138794535

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educational motivation. Routledge Market: Education / Technology December 2017: 254 x 178: 190pp Hb: 978-1-138-68944-2: £105.00 Pb: 978-1-138-68945-9: £36.99 eBook: 978-1-315-53764-1 * For full contents and more information, visit: www.routledge.com/9781138689459

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3rd Edition • NEW EDITION

Reconceptualizing Libraries

Ten Steps to Complex Learning

Opportunities from the Information and Learning Sciences

A Systematic Approach to Four-Component Instructional Design

Victor Lee and Abigail Phillips Reconceptualizing Libraries brings together cases and models developed by experts in the information and learning sciences to explore the potential for libraries to remain critically important spaces for learning and discovery. With library and information sciences taking increased interest in the design research methods, digital media emphases, and technological infrastructure of the learning sciences, new collaborations are needed to shape the trajectory of education within physical libraries. This book examines the evolving roles of library professionals as change agents and design partners and of patrons engaging with designed experiences. Routledge Market: Education / Technology September 2018: 229 x 152 Hb: 978-1-138-30955-5: £120.00 Pb: 978-1-138-30956-2: £36.99 eBook: 978-1-315-14342-2 * For full contents and more information, visit: www.routledge.com/9781138309555

Jeroen J. G. van Merriënboer, Maastricht University, The Netherlands and Paul A. Kirschner, Open Univeristy of the Netherlands Ten Steps to Complex Learning presents 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 implement. Practitioners can use this book as a reference guide to support their design of courses, materials, or environments for complex learning. Students in the field of instructional design can use this book to broaden their knowledge of the design of training programs for complex learning. This third edition expands its coverage of team tasks, double-blended learning, collaborative learning, and includes new chapters on information problem solving and programs of assessment. Routledge Market: Education / Technology October 2017: 229 x 152: 400pp Hb: 978-1-138-08079-9: £120.00 Pb: 978-1-138-08080-5: £30.99 eBook: 978-1-315-11321-0 Prev. Ed Pb: 978-0-415-80796-8 * For full contents and more information, visit: www.routledge.com/9781138080805

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Student Engagement in the Digital University

The Educator’s Guide to Making Effective Instructional Videos

Sociomaterial Assemblages Lesley Gourlay, Institute of Education, University College London, USA and Martin Oliver, Institute of Education, University College London, UK Student Engagement in the Digital University challenges mainstream conceptions about students’ engagement with digital resources in higher education. While engagement in online learning is often reduced to sets of transferable skills or typological categories, the authors propose that these experiences must be understood as socially situated and taking place in complex networks of human and non-human actors. Using data from a JISC-funded project on digital literacies, this book performs a sociomaterial analysis of student-technology interactions, complicating the utopian narratives surrounding technology and education today and positing far-reaching implications for policy and practice. Routledge Market: Education / Technology February 2018: 229 x 152: 168pp Hb: 978-1-138-12538-4: £105.00 Pb: 978-1-138-12539-1: £35.99 eBook: 978-1-315-64752-4 * For full contents and more information, visit: www.routledge.com/9781138125384

Jeffrey A. Armstrong The Educator’s Guide to Making Effective Instructional Videos provides instructors with the tools and skills necessary to develop engaging, high-quality lecture videos. Technology-enhanced teaching in traditional, online, blended, and flipped classrooms can involve a vast array of styles and techniques, and a practical, realistic guide to the format is needed now more than ever to build confidence and self-efficacy in approaching video. Written from an educator’s perspective, this book includes key best practices for DIY video creation, instructional design, and assessment as well as a review of available hardware, software, and hosting options. Routledge Market: Educational / Technology November 2018: 229 x 152: 200pp Hb: 978-1-138-22777-4: £90.00 Pb: 978-1-138-22778-1: £24.99 eBook: 978-1-315-39446-6 * For full contents and more information, visit: www.routledge.com/9781138227774

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Technology Applications in School Consultation, Supervision, and School Psychology Training

Transactional Distance and Adaptive Learning

Edited by Aaron Fischer, Evan Dart, Tai Collins and Keith Radley Series: Consultation, Supervision, and Professional Learning in School Psychology Series Technology Applications in School Consultation, Supervision, and School Psychology Training covers the most recent innovations of technology in consultation, supervision, and school psychology training practice and research. A comprehensive and contemporary resource for educational, behavioral healthcare, and human services programs, this book addresses the integration of telehealth tools and strategies such as telepresence robots, bug-in-ear devices, videoconferencing, virtual platforms, and more, and includes key content on ethical and legal considerations. Each section includes relevant considerations for data management, professional standards, and regulatory guidelines. Routledge Market: Education September 2018: 320pp Hb: 978-1-138-03986-5: £90.00 Pb: 978-1-138-03988-9: £31.99 * For full contents and more information, visit: www.routledge.com/9781138039865

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Planning for the Future of Higher Education Farhad Saba, San Diego State University, USA and Rick L. Shearer Transactional Distance and Adaptive Learning takes a fresh look at one of the pioneering educational theories that accommodates the impact of information and communications technologies in learning. The theory of transactional distance (TTD) provides a distinct analytical and planning foundation for educators to conduct an overarching inquiry into transitioning from mass instructional and management systems in higher education to dynamic and transformational futures that focus on each individual learner. Routledge Market: Education / Technology October 2017: 229 x 152: 212pp Hb: 978-1-138-30233-4: £120.00 Pb: 978-1-138-30232-7: £36.99 eBook: 978-0-203-73181-9 * For full contents and more information, visit: www.routledge.com/9781138302327

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A Theory of Moral Education

Education as Vocation in the Western Philosophical Tradition

Michael Hand, University of Birmingham, Uk Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there’s a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children’s commitment to moral standards without indoctrinating them. In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to show that moral education can and should be fully rational.

Disenchantment, Resistance and Learning Nigel Tubbs, The University of Winchester, UK This book offers a rigorous analysis of intellectual, religious, economic and political shapes of vocation to present an original conception of ‘education as vocation’. Through a radical conceptualization of education’s function as the means to live an examined life, Education as Vocation in the Western Philosophical Tradition explores questions about self-knowledge, vocational freedom, and the student-teacher relationship. By tracing and building upon the religious and secular paths that vocation has travelled in the Western tradition, this book offers a viable educational model of vocation against the modern cultures of disenchantment and instrumental learning.

Routledge Market: Education November 2017: 234x156: 126pp Hb: 978-1-138-89853-0: £105.00 Pb: 978-1-138-89854-7: £29.99 eBook: 978-1-315-70850-8 * For full contents and more information, visit: www.routledge.com/9781138898547

Routledge Market: Education October 2018: 229 x 152: 145pp Hb: 978-0-815-38385-7: £105.00 eBook: 978-1-351-20531-3 * For full contents and more information, visit: www.routledge.com/9780815383857

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Cultivating Moral Character and Virtue in Professional Practice

Education between Speech and Writing

Edited by David Carr, University of Birmingham, UK Cultivating Moral Character and Virtue in Professional Practice is a pioneering collection of essays focused on the place of character and virtue in professional practice. Professional practices usually have codes of conduct designed to ensure good conduct; but while such codes may be necessary and useful, they appear far from sufficient, since many recent public scandals in professional life seem to have been attributable to failures of personal moral character. This book argues that there is a pressing need to devote more attention in professional education to the cultivation or development of such moral qualities as integrity, courage, self-control, service and selflessness.

Crossing the Boundaries of Dao and Deconstruction Ruyu Hung, National Chiayi University, Taiwan Series: New Directions in the Philosophy of Education This unique book explores how graphocentrism affects Chinese education and culture. It moves away from the contemporary educational practices in China of following the Western model of phonocentrism, to demonstrate that each perspective interacts and counteracts with each other, creating a dialogue between Eastern and Western thought.

Routledge Market: Education January 2018: 234x156: 248pp Hb: 978-1-138-74231-4: £115.00 eBook: 978-1-315-18241-4 * For full contents and more information, visit: www.routledge.com/9781138742314

Routledge Market: Education November 2017: 234x156: 164pp Hb: 978-1-138-84638-8: £115.00 eBook: 978-1-315-72750-9 * For full contents and more information, visit: www.routledge.com/9781138846388

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Education and the Pursuit of Wisdom

Education, Self-consciousness and Social Action

The Aims of Education Revisited

Bildung as a Neo-Hegelian Concept

Jānis Ozoliņš, Australian Catholic University Series: Routledge International Studies in the Philosophy of Education This book challenges both the contemporary conception of education as being concerned only with skills, capacities and knowledge transference that contributes to economic growth, and the commodification of education and the conception of students as consumers. Drawing on classical accounts of wisdom from east and west, it argues for a re-conceptualisation of education as concerned with the formation of persons. It warns against the corruption of education through adopting the language of the neoliberal marketplace to describe teaching and learning, and shows how and why teaching and learning must concern itself with the pursuit of wisdom. Routledge Market: Education/Theory July 2018: 234x156: 224pp Hb: 978-0-815-35508-3: £115.00 eBook: 978-1-351-13079-0 * For full contents and more information, visit: www.routledge.com/9780815355083

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Krassimir Stojanov, Catholic University of Eichstaett-Ingolstadt, Germany Series: Routledge International Studies in the Philosophy of Education Education, Self-consciousness and Social Action reconstructs the Hegelian concept of education, Bildung, and shows that this concept could serve as a powerful alternative to current notions of learning. Claiming that Bildung should be interpreted as growth of mindedness, Stojanov argues that this has two interrelated components: the development of self-consciousness towards conceptual self-articulation and the formation of capacity for intelligent social action. Since both are grounded in the ethical beliefs of the individual, transforming learning therefore requires that education address students’ everyday ethical assumptions, as well as their articulation and conceptualisation. Routledge Market: Philosophy of Education January 2018: 234x156: 128pp Hb: 978-1-138-06312-9: £115.00 eBook: 978-1-315-16125-9 * For full contents and more information, visit: www.routledge.com/9781138063129

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Ethics in Professional Education

Indigenous Philosophies of Education Around the World

Edited by Christopher Martin and Claudia W. Ruitenberg, University of British Columbia, Canada.

Edited by John Petrovic and Roxanne M. Mitchell Series: Routledge International Studies in the Philosophy of Education

Recent years have seen a growing emphasis on ethics education in different professions, such as medicine and teaching. However, the implications of this emphasis for professional education programs have been underdeveloped. In this volume, philosophers, philosophers of education, and ethics educators engaged in a variety of professional contexts in Canada, the UK, Norway, Malta, and Sweden assess the state of ethics education and the role, if any, of philosophical approaches to ethics for those professional contexts. This book was originally published as a special issue of Ethics in Education.

This volume explores conceptualizations of indigeneity and the ways that indigenous philosophies can and should inform educational policy and practice. Beginning with questions and philosophies of indigeneity itself, the volume then covers the indigenous philosophies and practices of a range of communities—including Sami, Maori, Walpiri, Navajo and Kokama peoples. By applying them in informing a philosophy of education that is particular and relevant to a given indigenous community, this study aims to help policy makers and educational practitioners create meaningful educational

Routledge Market: Education Ethics March 2018: 246x174: 128pp Hb: 978-1-138-56282-0: £115.00 * For full contents and more information, visit: www.routledge.com/9781138562820

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Heidegger on Literature, Poetry, and Education after the “Turn”

Inoperative Learning

At the Limits of Metaphysics James M. Magrini, College of Dupage, USA and Elias Schwieler Series: Routledge International Studies in the Philosophy of Education Offering new and original readings of literature, poetry, and education as interpreted through the conceptual lens of Heidegger’s later philosophy of the "Turn", this book helps readers understand Heidegger’s later thought and presents new takes on how to engage the themes that emerged from his later writing. Suggesting novel ways to consider Heidegger’s ideas on literature, poetry, and education, Magrini and Schwieler provide a deep understanding of the "Turn," a topic not often explored in contemporary Heideggerian scholarship. Routledge Market: Education October 2017: 229 x 152: 234pp Hb: 978-1-138-23891-6: £105.00 eBook: 978-1-315-29653-1 * For full contents and more information, visit: www.routledge.com/9781138238916

Routledge Market: Education January 2018: 229 x 152: 292pp Hb: 978-1-138-04248-3: £105.00 eBook: 978-1-315-17360-3 * For full contents and more information, visit: www.routledge.com/9781138042483

A Radical Rewriting of Educational Potentialities Tyson E. Lewis Series: Theorizing Education Inoperative Learning draws upon the movement towards a weak philosophy that is currently gaining ground in educational philosophy: this weak philosophy does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders assumptions about the theory-practice coupling that is so popular in contemporary education inoperative. By arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools, this book presents a challenge to contemporary notions of education as learning. Routledge Market: Education October 2017: 234x156: 134pp Hb: 978-1-138-22742-2: £105.00 eBook: 978-1-315-39570-8 * For full contents and more information, visit: www.routledge.com/9781138227422

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Ilan Gur-Ze'ev and Education

John Dewey's Democracy and Education in an Era of Globalization

Pedagogies of transformation and peace Alexandre Guilherme, Pontificia Universidade Catolica do Rio Grande do Sul, Brazil Series: New Directions in the Philosophy of Education Ilan Gur-Ze'ev, the esteemed Israeli philosopher and educationist, passed away on the 5th of January 2012 at the Italian Hospital in Haifa. He was internationally renowned for his contributions to the fields of critical pedagogy and peace education, which spanned several decades, and remain seminal works in the philosophy of education. This book introduces and critically analyses the key socio-political ideas of Gur-Ze-ev, connecting his ideas to contemporary discourse, and reflecting on the continuing theoretical and practical relevance of his work to education. Topics of discussion include his thought on conflict resolution and anti-Semitism, as well as neoliberalism and sociology. Routledge Market: Education August 2018: 234x156: 224pp Hb: 978-1-138-96286-6: £105.00 eBook: 978-1-315-65914-5 * For full contents and more information, visit: www.routledge.com/9781138962866

Edited by Mordechai Gordon, Quinnipiac University, USA and Andrea R. English, University of Edinburgh, UK Series: Educational Philosophy and Theory This book explores John Dewey’s ideas on democracy, education, and human flourishing in an era of globalization, reflecting on the legacy of Dewey’s Democracy and Education 100 years later. This book was originally published as a special issue of Educational Philosophy and Theory. Routledge Market: Educational Philosophy / John Dewey April 2018: 246x174: 128pp Hb: 978-0-815-36250-0: £115.00 * For full contents and more information, visit: www.routledge.com/9780815362500

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K–12 Education as a Hermeneutic Adventurous Endeavor

Marxisms and Education

Toward an Educational Way of Thinking Doron Yosef-Hassidim Series: Routledge International Studies in the Philosophy of Education Considering the role of compulsory mass education and schooling in a democratic society, this book introduces an alternative vision for K-12 education as an "adventurous endeavour." Offering conceptual and pragmatic frameworks to limit political influence on schooling, the author proposes a new hermeneutical structure that restores education’s agency and separates it from external social forces, and provides the foundation for regarding K-12 education as a sovereign social sphere in its own right. Routledge Market: Education October 2017: 229 x 152: 236pp Hb: 978-1-138-06230-6: £105.00 eBook: 978-1-315-16169-3 * For full contents and more information, visit: www.routledge.com/9781138062306

Edited by Noah De Lissovoy, University of Texas at Austin, USA Series: Education and Social Theory Starting from the premise that a range of Marxist theoretical tendencies, or Marxisms, inform recent critical scholarship in education, this volume rearticulates and interrogates the philosophical and practical commitments in this tradition. The chapters in this book were originally published as journal articles by Taylor and Francis.

Routledge Market: Education Theory / Marxism January 2018: 246x174: 244pp Hb: 978-1-138-29900-9: £105.00 * For full contents and more information, visit: www.routledge.com/9781138299009

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Levinas and the Philosophy of Education

Media and Moral Education

Edited by Guoping Zhao, Oklahoma State University, USA Series: Educational Philosophy and Theory

A Philosophy of Critical Engagement

Written by a group of leading, internationally respected scholars in philosophy of education, this book explores the relevance and possibilities of Levinas’ philosophy to educational theory and practice. This book was originally published as a special issue of Educational Philosophy and Theory. Routledge Market: Philosophy of Education / Levinas March 2018: 246x174: 128pp Hb: 978-0-815-35959-3: £115.00 * For full contents and more information, visit: www.routledge.com/9780815359593

Laura D'Olimpio, The University of Notre Dame, Australia Series: Routledge International Studies in the Philosophy of Education Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance.

Routledge Market: Philosophy of Education November 2017: 234x156: 128pp Hb: 978-1-138-29142-3: £105.00 eBook: 978-1-315-26545-2 * For full contents and more information, visit: www.routledge.com/9781138291423

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Literacies, Literature and Learning

Responsibility and Responsibilisation in Education

Reading Classrooms Differently Edited by Karin Murris, University of Cape Town, South Africa and Joanna Haynes, University of Plymouth, UK Literacies, Literature and Learning adopts a post-humanist, relational and affective framework to attend to a number of pressing questions in literacy education practices, such as the poor quality of many children’s experiences as readers and thinkers and the degrading impact of constant and narrow skills measurement and comparison. Authored by members of a diverse team from three continents, the book engages with detailed data gathered in one literacy lesson classroom. Using literacy as a positive lever to disrupt adults’ binary thinking, the book makes a posthuman ethics possible where boundaries are queered and the current marginalisation of children as thinkers is disrupted. Routledge Market: Education April 2018: 234x156 Hb: 978-1-138-30192-4: £105.00 eBook: 978-0-203-73209-0 * For full contents and more information, visit: www.routledge.com/9781138301924

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Edited by Christine Halse, Catherine Hartung and Jan Wright This book examines the ways in which responsibility and responsibilisation operate in diverse educational settings, relationships and social, policy and geographical contexts in the USA, Europe, the UK, New Zealand and Australia. This volume was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

Routledge Market: Education April 2018: 246x174: 166pp Hb: 978-1-138-57105-1: £105.00 * For full contents and more information, visit: www.routledge.com/9781138571051

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Semiotic Theory of Learning

The Legacy of Isocrates and a Platonic Alternative

New perspectives in the philosophy of education

Political Philosophy and the Value of Education

Andrew Stables, University of Roehampton, UK, Winfried Nöth, University of Kassel, Germany, Alin Olteanu, Eetu Pikkarainen, University of Oulu, Finland and Sébastien Pesce, Université François Rabelais, France

James Robert Muir Series: Routledge International Studies in the Philosophy of Education

Semiotics and Learning asks what learning is and what brings it about. There is a vast literature on learning theories, predominantly grounded in psychology, and there are also sociological perspectives on learning as indoctrination and cultural induction. Philosophical semiotics, however, rejects the Cartesian dualism on which these theories often depend: the taken-for-granted idea that mind is separate from body and that it is mind that learns, as a process of either biological growth or social compliance. This book is written by five of the key figures in the semiotics field and challenges the hegemony of psychological and sociological constructions of learning. Routledge Market: Education June 2018: 234x156: 264pp Hb: 978-1-138-74229-1: £105.00 eBook: 978-1-315-18243-8 * For full contents and more information, visit: www.routledge.com/9781138742291

Bringing together educational philosophy, political thought, and rhetoric, this book examines the influence of the philosopher Isocrates on educational thought and the history of education. Unifying philosophical and historical arguments, Muir discusses the role of Isocrates in raising two central questions: What is the value of education? By what means ought the value of education be determined? Tracing the historical influence of Isocrates’ notions of education from Antiquity to the modern era, Muir questions normative assumptions about the foundations of education and considers the future status of education as an academic discipline. Routledge Market: Education March 2018: 229 x 152: 264pp Hb: 978-1-138-73917-8: £105.00 eBook: 978-1-315-18430-2 * For full contents and more information, visit: www.routledge.com/9781138739178

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The Education Assemblage

The Theory and Practice of Virtue Education

Edited by Greg Thompson, Queensland University of Technology, Brisbane, Australia This collection works with the philosophy of Gilles Deleuze, applying his conceptual contributions such as affect, assemblage, the logic of sense and control society and modulation to various educational problems. The chapters in this book were originally published as journal articles by Taylor & Francis. Routledge Market: Philosophy of Education / Deleuze May 2018: 246x174: 150pp Hb: 978-1-138-57316-1: £105.00 * For full contents and more information, visit: www.routledge.com/9781138573161

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The Future of Publicly Funded Faith Schools A Critical Perspective Richard Pring, University of Oxford, UK The Future of Publicly Funded Faith Schools addresses and critically examines the arguments both for and against the continued maintenance of faith-based schools within a publicly funded state system. It questions what it means for a school to be faith-based, the ethical, epistemological and political issues arising from faith-based education, the concepts of the common good and social cohesion and whether reconciliation between opposing parties is possible. In addressing this problem systematically, the book makes a unique contribution to the literature in this area and is crucial reading for anyone interested in what the future holds for publicly funded faith schools.

Edited by Tom Harrison, University of Birmingham, UK and David Ian Walker, University of Birmingham, UK Updated bank details SF 903452 19.8.16 DB The Theory and Practice of Virtue Education offers the reader a comprehensive and authoritative account of both the theoretical and practical complexities of virtue ethics in education and beyond. The book moves beyond the usual philosophical literature that merely discusses virtue in the abstract, and offers scholarly, research-informed suggestions for practice. Beginning with chapters that examine differing theoretical complexities of virtue ethics, the book then moves on to explore different approaches to nurturing virtue in the classroom and beyond. This practical approach is further evidenced in the final section, where individual virtues are discussed. Routledge Market: Education/Philosophy January 2018: 234x156: 272pp Hb: 978-1-138-29147-8: £115.00 eBook: 978-1-315-26535-3 * For full contents and more information, visit: www.routledge.com/9781138291478

Routledge Market: Education April 2018: 234x156: 176pp Hb: 978-1-138-56967-6: £105.00 Pb: 978-1-138-56968-3: £29.99 eBook: 978-0-203-70416-5 * For full contents and more information, visit: www.routledge.com/9781138569676

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Career Guidance for Social Justice Contesting Neoliberalism Edited by Tristram Hooley, Ronald Sultana, University of Malta, Malta and Rie Thomsen Series: Routledge Studies in Education, Neoliberalism, and Marxism This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Chapter authors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance’s involvement in social justice as well as the methodological consequences in relation to career guidance research. Routledge Market: Education November 2017: 229 x 152: 276pp Hb: 978-1-138-08738-5: £105.00 eBook: 978-1-315-11051-6 * For full contents and more information, visit: www.routledge.com/9781138087385

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Identity and Resistance in Further Education Edited by Pete Bennett, University of Wolverhampton, UK. and Rob Smith, Birmingham City University, UK In recent years, Further Education has reached a crossroads, with questions being asked about its function, aims and focus, as well as querying the role of the FE teacher, the key aspects of the curriculum and which values should inform FE pedagogy. This book explores these questions and effectively conveys the sense of uncertainty that those in the field are experiencing today. Connecting Higher Education and FE practitioners and researchers, the book gathers a collection of essays covering a range of topics, including: the journey from student to teacher, critical reflective practice as a way of organising identity, values-based teacher education and policy critique. Routledge Market: Education February 2018: 234x156: 232pp Hb: 978-0-815-37825-9: £115.00 eBook: 978-1-351-23295-1 * For full contents and more information, visit: www.routledge.com/9780815378259

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New Frontiers for College Education Edited by Jim Gallacher, Glasgow Caledonian University, UK and Fiona Jane Helen Reeve, The Open University, UK New Frontiers for College Education considers the impact recent changes have had on the college sector and explores the changing role of college education in countries throughout the world. It also considers the role of colleges in widening access to both further and higher education. Providing contributions from leading academics, policymakers and practitioners from the UK, USA, Canada, China, Singapore, Australia and Germany, the book explores common themes across these diverse societies, as well as some of the distinctive challenges experienced within individual countries. Routledge Market: Education July 2018: 234x156 Hb: 978-1-138-30769-8: £105.00 eBook: 978-1-315-14259-3 * For full contents and more information, visit: www.routledge.com/9781138307698

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PRIMARY/ELEMENTARY EDUCATION Dummy text to keep placeholder

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A Good Education

Being a Teacher

A New Model of Learning to Enrich Every Child

Teaching and Learning in a Global Context

Margaret White, St Faith's School, Cambridge This book defines and describes good education. In clear, practical terms, it explains how a good contemporary education can be achieved, identifying its essential elements, and exploring their origins, implications and outworking. A Good Education offers a personal perspective based on four foundational values, which concern the worth, strengths, interactions and development of every individual child within the educational community. Reflecting on extensive professional experience it is addressed to others actively engaged in educational provision: graduates entering teaching or aspiring school leaders. It also speaks more broadly to all those who know that good education really matters. Routledge Market: Education February 2018: 246x174: 260pp Hb: 978-1-138-57631-5: £105.00 Pb: 978-1-138-57632-2: £22.99 eBook: 978-1-351-27013-7 * For full contents and more information, visit: www.routledge.com/9781138576315

Lucy Cooker, University of Nottingham, UK, Tony Cotton, Freelance writer and education consultant, UK and Helen Toft Becoming a Teacher offers essential guidance for all prospective teachers on how to reflect critically on their own practice and that of others. Sharing the stories of educators working across a diverse range of international contexts, the book explores effective teaching and learning and asks how we can build on this best practice in schools. The interactive and scaffolded approach, which includes space in the text for the reader to construct their own narrative, helps to develop an understanding of how personal values influence pedagogical practice. Engaging with these stories and teaching experiences, the reader can begin to create their vision of the teacher they would like to become. Routledge Market: Education February 2018: 234x156: 170pp Hb: 978-1-138-20707-3: £105.00 Pb: 978-1-138-20708-0: £19.99 eBook: 978-1-315-46317-9 * For full contents and more information, visit: www.routledge.com/9781138207073

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A Teacher’s Guide to Science and Religion in the Classroom

Building Executive Function The Missing Link to Student Achievement Nancy Sulla, Innovative Designs for Education, USA

Edited by Berry Billingsley, University of Reading, UK, Manzoorul Abedin and Keith Chappell This practical text provides teachers with essential guidance on how to give children greater access to positive ways to think about the relationship between science and religion. Each chapter explores a key concept, from miracles to evolution, identifying gaps and common misconceptions in children’s knowledge, and offering advice on how to answer tricky questions and teach each topic confidently. Drawing upon proven research, as well as successful workshops and after-school clubs, chapters are accompanied by adaptable activities to engage children from both faith and non-faith backgrounds, helping to develop an appreciation of why science and religion do not necessarily conflict. Routledge Market: Education February 2018: 246x174: 176pp Hb: 978-1-138-21181-0: £105.00 Pb: 978-1-138-21182-7: £21.99 eBook: 978-1-315-45197-8 * For full contents and more information, visit: www.routledge.com/9781138211810

Educators clamor to provide top-notch lessons and resources for students, but if students lack executive function, even the best materials won't produce the desired results. If students haven’t developed the brain-based skills to focus, catch and correct errors, identify cause-and-effect relationships, and more, they can't make sense of lessons. Executive function is the missing link to student achievement. But how can you develop this in the classroom? In this new book, bestselling author Nancy Sulla has the answers. Routledge Market: Education October 2017: 246x174: 180pp Hb: 978-1-138-63202-8: £95.00 Pb: 978-1-138-63203-5: £26.99 eBook: 978-1-315-20849-7 * For full contents and more information, visit: www.routledge.com/9781138632035

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Applying Cross-Curricular Approaches Creatively

Creating Scientists

Jonathan Barnes Series: Learning to Teach in the Primary School Series

Teaching and Assessing Science Practice for the NGSS Christopher Moore, Coastal Carolina University, USA

Whilst knowledge in each separate subject is essential, it is cross disciplinary applications of that knowledge that make the most sense for most learners. This book provides practicing and training teachers the resources for teaching creativity and creatively through a variety of approaches. Thematic and project-based learning in the primary school need to be used not as an alternative to subject-based teaching but to run alongside as the most effective means of putting subject learning into action. This book uses autobiographical work and case studies to explore aspects of cross-curricular and creative teaching and includes philosophical and research-based discussion on indivdual themes. Routledge Market: Education June 2018: 246x174: 200pp Hb: 978-1-138-20092-0: £95.00 Pb: 978-1-138-20095-1: £24.99 eBook: 978-1-315-51361-4 * For full contents and more information, visit: www.routledge.com/9781138200920

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Learn how to shift from teaching science content to teaching a more hands-on, inquiry-based approach, as required by the new Next Generation Science Standards. This practical book provides a clear, research verified framework for building lessons that teach scientific process and practice abilities, such as gathering and making sense of data, constructing explanations, designing experiments, and communicating information. Creating Scientists features reproducible, immediately deployable tools and handouts that you can use in the classroom to assess your students’ learning within the domains for the NGSS or any standards framework with focus on the integration of science practice with content. Routledge Market: Education November 2017: 246x174: 184pp Hb: 978-1-138-23797-1: £95.00 Pb: 978-1-138-23798-8: £26.99 eBook: 978-1-315-29859-7 * For full contents and more information, visit: www.routledge.com/9781138237988

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PRIMARY/ELEMENTARY EDUCATION 3rd Edition • NEW EDITION

3rd Edition • NEW EDITION

Descriptosaurus

How to Teach Poetry Writing: Workshops for Ages 5-9

Supporting Creative Writing for Ages 8–14 Alison Wilcox, School writer and researcher, UK Now in a fully updated third edition, including sample poems, word banks, and model sentences, Descriptosaurus is the first book for creative writing that is a thematic expansion of a dictionary and a thesaurus. It provides children with a comprehensive resource to expand their descriptive vocabulary, experiment with language and sentence structure and build up narratives from settings to characters. Descriptosaurus also comes with a free IWB compatible CD for classroom use and inspires children while building their confidence in order to dramatically improve their writing. Routledge Market: Education November 2017: 297x210: 302pp Hb: 978-1-138-09302-7: £29.99 eBook: 978-1-315-10711-0 Prev. Ed Hb: 978-0-415-64086-2 * For full contents and more information, visit: www.routledge.com/9781138093027

Michaela Morgan, Poet, Children’s Author and Writer, UK Series: Writers' Workshop This revised and extended third edition of How to Teach Poetry Writing: Workshops for Ages 8-13 is a practical, activity based resource of poetry writing workshops for teachers of primary age children. Each workshop provides enjoyable activities for pupils aimed at building a thorough understanding of what poetry is and how to write it, improving speaking and listening skills. Hugely fun, creative and easy to use, this book will build confidence and enjoyment for pupils and teachers alike. This edition includes new content on teaching phonics through word play and cross-curricular linking to promote creativity, a sense of achievement, mastery and enjoyment. Routledge Market: Primary Education/Literacy July 2018: 297x210: 90pp Hb: 978-1-138-01935-5: £90.00 Pb: 978-1-138-01939-3: £22.99 eBook: 978-1-315-10371-6 * For full contents and more information, visit: www.routledge.com/9781138019355

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3rd Edition • NEW EDITION

Flip The System UK: A Teachers’ Manifesto

How to Teach Poetry Writing: Workshops for Ages 8-13

Edited by Lucy Rycroft-Smith and Jean-Louis Dutaut This book both defines problems and challenges faced by the UK's teachers and offers systemic, future-proof solutions on the basis of increased teacher agency. From research literacy to a collective voice, better CPD to smarter accountability, contributors demonstrate the huge scope for increased teacher influence at every level of the education sector. Education voices including Sam Twiselton, Alison Peacock, David Weston and Andy Hargreaves, vouch for increased teacher agency and stonger, more powerful networks as a means of improving practice, combatting teacher disillusionment, and radically improving UK education. Routledge Market: Education November 2017: 234x156: 262pp Hb: 978-1-138-21479-8: £105.00 Pb: 978-1-138-21480-4: £16.99 eBook: 978-1-315-44520-5 * For full contents and more information, visit: www.routledge.com/9781138214804

Developing Creative Literacy Michaela Morgan, Poet, Children’s Author and Writer, UK Series: Writers' Workshop This revised and extended third edition of How to Teach Poetry Writing: Workshops for Ages 8-13 is a practical, activity based resource of poetry writing workshops for teachers of primary age children. Each workshop provides enjoyable activities for pupils aimed at building a thorough understanding of what poetry is and how to write it, improving speaking and listening skills. Hugely fun, creative and easy to use, this book will build confidence and enjoyment for pupils and teachers alike. This edition includes new content on learning poetry by heart, the importance of performing, and more stress on discussion and debate to promote creativity, a sense of achievement, mastery and enjoyment. Routledge Market: Primary Education/Literacy July 2018: 216x138: 104pp Hb: 978-1-138-02492-2: £90.00 Pb: 978-1-138-02369-7: £22.99 eBook: 978-1-315-10369-3 Prev. Ed Hb: 978-1-138-14242-8 * For full contents and more information, visit: www.routledge.com/9781138024922

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2nd Edition • NEW EDITION

Functional Grammatics

How to Teach Story Writing Ages 4-7

Re-conceptualizing Knowledge about Language and Image for School English

Pie Corbett, Freelance writer, poet and educational consultant, UK and Pie Corbett

Mary Macken-Horarik, Kristina Love, Carmel Sandiford and Len Unsworth This book provides a re-conceptualization of grammar in a period of change in the communication landscape and widening disciplinary knowledge. Drawing on resources in systemic functional linguistics, the book envisions a ‘functional grammatics’ relevant to disciplinary domains such as literary study, rhetoric and multimodality. Founded on decades of research inspired by systemic functional linguistics, it includes studies of grammatical tools and is useful to the interpretation and composition of texts in school English. Routledge Market: Education October 2017: 234x156: 288pp Hb: 978-1-138-94804-4: £105.00 Pb: 978-1-138-94805-1: £29.99 eBook: 978-1-315-66973-1 * For full contents and more information, visit: www.routledge.com/9781138948051

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How to Teach Story Writing Ages 4-7 is a practical manual for teachers, to be used directly in the classroom. The book begins with a series of language games, designed to warm up creativity and strengthen the imagination. This is followed by a series of creative story workshops, based on the writer's own experience both as a teacher and poet running workshops in schools. These workshops focus on growing the roots of story writing through story telling and reading, and begin with the importance of learning a few well-known tales. There are ideas for drama, role-play and art, and a few model stories are provided for story telling. Routledge Market: Primary Education/Language & Literacy February 2018: 297x210: 80pp Pb: 978-0-415-52034-8: £23.99 eBook: 978-0-203-12253-2 Prev. Ed Pb: 978-1-853-46916-9 * For full contents and more information, visit: www.routledge.com/9780415520348

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PRIMARY/ELEMENTARY EDUCATION TEXTBOOK • READER

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Improving Digital Literacy and Digital Wellbeing

Latina Bilingual Education Teachers

Theory and practice for teachers

Examining Structural Racism in Schools

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Fiona C. Chambers, University College Cork, Republic of Ireland, Anne Jones and Orla Murphy, University College Cork, Ireland

Yukari Takimoto Amos Series: Routledge Research in Education

This expert guide supports training teachers in understanding how the ubiquitous technologies they use in their home and school lives can be harnessed effectively. It offers a framework for safely embracing new technologies and explores key issues including: Separating personal and professional perspectives; understanding how your data is used; social media use; managing digital stress and distraction; using technology effectively to enhance teaching and learning, and not as a ‘bolt on’ approach; dealing with sensitive subjects; supporting parents in parents in maintaining digital well-being; and, crucially, ensuring pupils enjoy digital literacy and safety online.

Using critical race theory and whiteness studies as theoretical frameworks, this book traces two Latina bilingual education teachers in three different professional phases: as paraprofessionals, teacher candidates, and certified teachers. Grounded in a longitudinal case study, this book sheds light on the effects of institutional racism when Latino educational professionals attempt inclusion in white dominant organizations, such as schools. Revealing and analysing the structural racism present in schools and the obstacles it creates for professionals of color, the author exposes the racist practices that are hidden from view and offer practical solutions to combat them.

Routledge December 2018: 246x174: 220pp Hb: 978-1-138-57805-0: £105.00 Pb: 978-1-138-57807-4: £24.99 * For full contents and more information, visit: www.routledge.com/9781138578050

Routledge Market: Education April 2018: 229 x 152: 216pp Hb: 978-1-138-04831-7: £105.00 eBook: 978-1-315-17021-3 * For full contents and more information, visit: www.routledge.com/9781138048317

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4th Edition • TEXTBOOK • NEW EDITION

Integrating SEL into Your Curriculum

Learning to Teach in the Primary School

Practical Lesson Plans for Grades 3–5

Edited by Teresa Cremin, The Open University, UK and Cathy Burnett Series: Learning to Teach in the Primary School Series

John Dacey, Gian Criscitiello and Maureen Devlin In this helpful new book, John Dacey, Gian Criscitiello, and Maureen Devlin show you how to seamlessly infuse social and emotional learning into your curriculum. With the growing emphasis on student assessment and learning outcomes, many teachers find they lack the time and the encouragement to begin implementing SEL techniques into their instruction. This book offers a solution in the form of practical lesson plans for grades 3-6 in ELA, math, social studies and science—all of which can be implemented without tedious preparation and all of which are designed to boost creativity, cooperation, concentration, and critical thinking. Routledge Market: Education November 2017: 246x174: 206pp Hb: 978-1-138-63153-3: £75.00 Pb: 978-1-138-63206-6: £19.99 eBook: 978-1-315-20847-3 * For full contents and more information, visit: www.routledge.com/9781138632066

The 4th edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent changes to the National Curriculum. With nine brand new units, including tackling SPAG, the creative curriculum, teaching for mastery, and teaching in the current climate, there is even more practical advice and guidance for trainees. A selection of extra tasks have been woven throughout, with an emphasis on innovative and reflective practice, and new ‘vivid examples’ bring each chapter’s argument alive in a classroom context. This accessible and engaging textbook is essential reading for all students training to be primary school teachers. Routledge Market: Primary Education March 2018: 246x189: 520pp Hb: 978-1-138-21104-9: £95.00 Pb: 978-1-138-21106-3: £28.99 eBook: 978-1-315-45373-6 Prev. Ed Hb: 978-0-415-81818-6 * For full contents and more information, visit: www.routledge.com/9781138211049

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2nd Edition • TEXTBOOK • READER

Jumpstart Literacy & ICT

Making Progress in Primary Science

Pie Corbett, Freelance writer, poet and educational consultant, UK and David Mitchell, Primary School Deputy Head Series: Jumpstart

A Study Book for Teachers and Student Teachers

This invaluable teacher aid is a collection of fun games and activities that use technology to stimulate imaginative discussion, trigger deep thinking as well as deepening reading and writing. Like the best-selling 'Jumpstart! Literacy', this book contains imaginative 'quick-fire' ideas that can be used as 'warm-ups' and starters or be developed into lessons. There are over a hundred creative and provocative games that capitalise on children's interest in technology, focussing on developing literacy. This book includes a free CD-Rom with templates and links to aid blogging, podcasting, free video-clips and downloadable resources. Routledge Market: Literacy / ICT August 2018: 210x148: 176pp Pb: 978-0-415-63277-5: £15.99 * For full contents and more information, visit: www.routledge.com/9780415632775

Wynne Harlen This new edition has been extensively revised to fulfil the current needs of primary teachers and to take account of the most recent thinking in primary science. This book is an invaluable tool for all course leaders of primary science.

Routledge December 2017: 297x210 Hb: 978-1-138-41963-6: £145.00 Pb: 978-0-415-27673-3: £63.99 eBook: 978-0-203-42638-8 * For full contents and more information, visit: www.routledge.com/9781138419636

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Model Writing for Ages 7-12

Practical Ideas for Teaching Primary Science

Fiction, Non-Fiction and Poetry Texts Modelling Writing Expectations from the National Curriculum

Inspiring Learning and Enjoyment

Leysa Henderson Are you looking for excellent writing models to demonstrate punctuation and grammar from the new National Curriculum to support teaching writing? Model Writing for Primary Schools not only supports this but is also cross-curricular to cover expectations that other subject areas demonstrate good quality writing. There are photocopiable texts covering fiction, non-fiction and poetry as well as analysis for the teacher to show which statutory assessment criteria are found in the text. There is also a blank copy of the table for pupils to extract examples. This invaluable text will be particularly useful for new teachers and all who lack confidence with the grammatical concepts in a text. Routledge Market: Education November 2017: 297x210: 204pp Hb: 978-1-138-50253-6: £105.00 Pb: 978-1-138-50258-1: £22.99 eBook: 978-1-315-14496-2 * For full contents and more information, visit: www.routledge.com/9781138502581

Peter Loxley This essential, full-colour guide extends the core subject knowledge and ideas from Teaching Primary Science into adaptable, practical models for effective science teaching. Presenting scientific knowledge as a progressive story about how the natural world works, each topic is accompanied by ‘Ideas for Practice’, designed so that children can engage with science at three levels, KS1 (5-7), lower primary (7-9) and upper primary (9-11). With an emphasis on spoken language and collaboration, ‘Ideas for Practice’ are placed in engaging and significant contexts to encourage curiosity and enquiry, and to most importantly, promote feelings of pleasure and satisfaction from science learning. Routledge Market: Education/ Primary Science November 2017: 246x189: 344pp Hb: 978-1-138-65963-6: £105.00 Pb: 978-1-138-65965-0: £24.99 eBook: 978-1-315-62008-4 * For full contents and more information, visit: www.routledge.com/9781138659650

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Morphological Processing and Literacy Development

Promoting Curiosity in Primary Science

Current Issues and Research

Judith Roden, Canterbury Christ Church University, UK and James Archer

Edited by Rachel Berthiaume, Daniel Daigle and Alain Desrochers Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection present the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom. Routledge Market: Education March 2018: 229 x 152: 316pp Hb: 978-1-138-71431-1: £105.00 eBook: 978-1-315-22914-0 * For full contents and more information, visit: www.routledge.com/9781315229140

Outstanding teaching and learning The biggest challenge for primary science teaching is breaking the cycle of bad practice being replicated. Promoting Curiosity in Primary Science seeks to tackle this issue by providing methods and examples for the student teacher to equip them to teach in a way that promotes curiosity and improves children’s enjoyment, ability and achievement. It highlights best practice in relation to creating classes that are curious, explaining what curiosity is and what it looks like. Illustrated with practical examples, case studies and ideas for classroom, it will support and develop student teachers in becoming confident, creative science teachers who cultivate engaged, curious learners. Routledge Market: Education August 2018: 246x174: 160pp Hb: 978-1-138-94572-2: £90.00 Pb: 978-1-138-94574-6: £24.99 eBook: 978-1-315-67120-8 * For full contents and more information, visit: www.routledge.com/9781138945722

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Powerful Pedagogy

Rebuilding Our Schools from the Bottom Up

Teach Better Quicker

Listening to Teachers, Children and Parents

Ruth Powley

Fiona Carnie, Education Consultant, UK

Do you want to be a better teacher despite spending less time on your teaching? Do you want to know why ‘what works’ works? Ruth Powley, popular LoveLearning blogger, de-bunks teaching and learning myths, offers an accessible but professional explanation of the pedagogy underlying effective teaching, and provides a range of helpful strategies that will improve your practice in the classroom. Focusing on modelling, explanation, practice, questioning, testing, marking and the curriculum, Teach Better, Quicker will help you make effective and efficient choices about what works in lessons.

This innovative guide explores how schools can take greater control of their futures and transform their culture by strengthening voice, participation and the understanding of what it means to be part of a learning community. A wealth of imaginative, practical and sustainable initiatives are included, where teachers are able to openly share and discuss the challenges they face, parents are actively involved and supported, and young people are allowed, and encouraged, to contribute to decisions about their learning. The book is essential reading for the development of robust, dynamic and responsive learning communities, which will strengthen our schools and drive positive, bottom-up change.

Routledge Market: Education March 2018: 216x138: 176pp Hb: 978-0-415-78687-4: £105.00 Pb: 978-0-415-78689-8: £22.99 eBook: 978-1-315-22661-3 * For full contents and more information, visit: www.routledge.com/9780415786874

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Routledge Market: Education December 2017: 234x156: 194pp Hb: 978-1-138-21186-5: £105.00 Pb: 978-1-138-21188-9: £21.99 eBook: 978-1-315-45189-3 * For full contents and more information, visit: www.routledge.com/9781138211889

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Reform and Literacy Education History, Effects, and Advocacy

Teaching and Learning for Intercultural Understanding

Edited by Sarah Hochstetler, Illinois State University, USA

Engaging Young Hearts and Minds

Covering the development of literacy education at all levels, this book provides a comprehensive overview and understanding of where, when, and how efforts to shape education influence literacy teaching, and what literacy educators can do to advocate for themselves, their students, and the profession. Drawing on a variety of research and practice-based perspectives, chapter authors hone in on the impact of reform on literacy education. Providing much-needed historical context for shifts in policies and models in the field, this volume investigates the evolution of literacy education and will be a critical resource for literacy educators and graduate students. Routledge Market: Education/Literacy October 2018: 229 x 152: 180pp Hb: 978-0-815-36378-1: £105.00 Pb: 978-0-815-36381-1: £35.99 eBook: 978-1-351-10827-0 * For full contents and more information, visit: www.routledge.com/9780815363781

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Debra Rader, Director of Teaching and Learning at BSchool, Marina Stecca, Italy Teaching and Learning for Intercultural Understanding is a comprehensive resource for educators in Primary and Early Years classrooms. It provides teachers with a comprehensive framework for Developing Intercultural Understanding and practical and creative strategies, activities and resources to integrate teaching and learning for intercultural understanding into the classroom. It includes detailed lesson plans that are enquiry-based, integrate quality children’s literature, media resources and technology tools and can be easily integrated into the existing curriculum and life of the school in all primary schools from New York to New Delhi, from Birmingham to Bangkok. Routledge Market: Education May 2018: 246x174: 144pp Hb: 978-1-138-10271-2: £105.00 Pb: 978-1-138-10272-9: £22.99 eBook: 978-1-315-10349-5 * For full contents and more information, visit: www.routledge.com/9781138102712

2nd Edition • NEW EDITION

4th Edition • TEXTBOOK • READER

Students Taking Charge in Grades 6-12

Teaching English, Language and Literacy

Inside the Learner-Active, Technology-Infused Classroom

Dominic Wyse, Russell Jones, Helen Bradford and Mary Anne Wolpert, University of Cambridge, UK

Nancy Sulla, Innovative Designs for Education, USA Learn how to create innovative, student-centered learning environments for your middle and high school students. In this new book, Nancy Sulla provides a powerful framework for designing Learner-Active, Technology-Infused Classrooms, which she has implemented in districts across the country. You’ll find out how to use the framework to make your classroom a more personalized, rigorous place in which students take ownership of their work, pose high level questions, work on problems together, and actively seek answers. Each chapter provides a wide variety of practical tools, problem-based learning tasks, and examples to help you get started. Routledge Market: Education June 2018: 200pp Hb: 978-0-415-34920-8: £19.99 Pb: 978-0-415-34919-2: £19.99 eBook: 978-1-315-22922-5 * For full contents and more information, visit: www.routledge.com/9780415349208

Are you looking for one book that covers every aspect of the teaching of English at primary level? This fully updated fourth edition is an essential introduction for anyone learning to teach English at primary school level. Designed to help inform the practice of students on initial teacher training courses, but also of great use to those teachers wanting to keep up with the latest developments in their specialist subject, this book covers the theory and practice of teaching English, language and literacy, and is rooted in research evidence and multidisciplinary theory. This new edition is updated with the demands of the new National Curriculum, including a broad range of assessment issues. Routledge Market: Education/Primary English August 2018: 234x156: 304pp Hb: 978-1-138-28053-3: £95.00 Pb: 978-1-138-28573-6: £24.99 eBook: 978-1-315-27200-9 Prev. Ed Hb: 978-0-415-66997-9 * For full contents and more information, visit: www.routledge.com/9781138280533

2nd Edition • NEW EDITION

TEXTBOOK • READER

Students Taking Charge in Grades K-5

Teaching Languages Creatively

Inside the Learner-Active, Technology-Infused Classroom

Edited by Philip Hood, University of Nottingham, UK Series: Learning to Teach in the Primary School Series

Nancy Sulla, Innovative Designs for Education, USA Learn how to create innovative, student-centered learning environments for your elementary school students. In this practical book, Nancy Sulla provides a powerful framework for designing Learner-Active, Technology-Infused Classrooms, which she has implemented in districts across the country. You’ll find out how to use the framework to make your classroom a more personalized, rigorous place in which students take ownership of their work, pose high level questions, work on problems together, and actively seek answers. Each chapter provides a wide variety of practical tools, problem-based learning tasks, and examples to help you get started. Routledge Market: Education June 2018: 246x174: 200pp Hb: 978-1-138-29454-7: £75.00 Pb: 978-0-415-34923-9: £19.99 eBook: 978-1-315-22919-5 * For full contents and more information, visit: www.routledge.com/9781138294547

Finding ways of making teaching a creative and fulfilling experience is something which is close to the hearts of many teachers and something that trainee teachers aspire to. This is especially true of languages - a subject which at secondary level is often thought to be challenging but which inspires younger learners with enthusiasm if made active, engaging and participative. As well as including practical teaching suggestions, this book uses the latest research and wider theories of learning ensuring a real depth and grounding to the ideas presented. The carefully chosen contributors draw on a wealth of ideas and strategies which are proven to be effective in the classroom. Routledge Market: Education October 2018: 246x174: 200pp Hb: 978-1-138-69965-6: £95.00 Pb: 978-1-138-69966-3: £24.99 eBook: 978-1-315-51633-2 * For full contents and more information, visit: www.routledge.com/9781138699656

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PRIMARY/ELEMENTARY EDUCATION TEXTBOOK • READER

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Teaching Primary English

The Datafication of Primary and Early Years Education

Subject Knowledge and Classroom Practice Eve Bearne, formerly University of Cambridge, UK and David Reedy This must-have text provides an accessible, balanced and comprehensive approach to teaching and learning English in the primary school. Combining subject knowledge and classroom practice, the book draws upon current research and theory to describe and exemplify a full and rich English curriculum. With reflective activities, observational tasks, and a range of inspirational examples from KS1, lower KS2 and upper KS2, each chapter crucially builds confidence by developing core subject knowledge and pedagogical skills. Links to children’s literature and further reading are integrated throughout, as well as expert advice on how to plan for diversity and special educational needs. Routledge Market: Education December 2017: 246x189: 422pp Hb: 978-1-138-68155-2: £105.00 Pb: 978-1-138-68156-9: £25.99 eBook: 978-1-315-17480-8 * For full contents and more information, visit: www.routledge.com/9781138681552

Playing with Numbers Alice Bradbury, UCL Institute of Education, UK and Guy Roberts-Holmes, UCL Institute of Education, UK Series: Foundations and Futures of Education This book examines the dominance of national and international datasets in the primary and early years sector. It critiques policy priorities facilitating the use of attainment data in educational governance and details the practices which comprise the process of datafication. Through case studies, the book examines the datafication of pupils and teachers, methods of judging schools’ performance, and highlights the impact of data on pedagogy, and the ensuing effects on children’s experiences. Further focus on the influence of third-party ‘education datalabs’ and the governance significance of datafication make this a unique insight into the links between data, policy and practice. Routledge Market: Education/Primary October 2017: 234x156: 158pp Hb: 978-1-138-24215-9: £105.00 Pb: 978-1-138-24217-3: £29.99 eBook: 978-1-315-27905-3 * For full contents and more information, visit: www.routledge.com/9781138242173

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Teaching Science Thinking

The Really Useful Music Book

Developing and Assessing Scientific Reasoning in the Classroom

A practical guide to teaching music in the primary classroom

Christopher Moore

Kim Harris Series: The Really Useful

Teach students to reason like scientists. This practical new book provides a clear framework for helping students develop scientific thinking so they are not just memorizing content but are becoming engaged in the real work scientists do. You’ll learn how to teach students to analyse scientific testing, to understand if something caused something else, and to understand the value of evidence. The book offers ideas for lesson plans and assessments and also features reproducible tools and handouts that you can use in the classroom immediately. Routledge Market: Education September 2018: 246x174: 200pp Hb: 978-1-138-23795-7: £75.00 Pb: 978-1-138-23796-4: £19.99 eBook: 978-1-315-29863-4 * For full contents and more information, visit: www.routledge.com/9781138237957

Designed to develop your enthusiasm for music making in the primary classroom, this exciting and accessible book offers trainee and practising teachers a practical guide for high quality teaching and learning. Each chapter is underpinned by theory and pedagogy to strengthen subject knowledge, as well as a range of practical examples to fully engage children in singing, composing, listening and movement. The book provides a creative and integrated approach, with plenty of cross-curricular examples for both core and foundation subjects, and will give you the confidence to support and enrich pupil learning and progression for all abilities throughout your music lessons. Routledge Market: Primary Education/ Music September 2018: 297x210: 260pp Hb: 978-1-138-65472-3: £95.00 eBook: 978-1-315-62306-1 * For full contents and more information, visit: www.routledge.com/9781138654723

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The British Betrayal of Childhood

The Teacher Gap

Challenging Uncomfortable Truths and Bringing About Change

Why great teachers matter and how to get the best out of them

Al Aynsley-Green

Sam Sims and Rebecca Allen

In this highly topical book Sir Al Aynsley-Green questions why the outcomes for the UK’s children in health, education, social care, and poverty are the worst in the developed world, and shows with global comparisons, how UK government policy has been failing children on a grand scale. As a call to arms, Sir Al demonstrates how we can shift in our national attitudes towards children in order to radically improve their outcomes. By focusing on the nurture of children and how we should design services around their needs, he puts forward a case for building local communities, confronting barriers between sectors in order to create healthy, educated and resilient children with skills for life.

Teachers are the most important determinant of the quality of schooling yet we seem to be demoralising and deskilling our teaching profession. This is the teacher paradox. This book aims to resolve the paradox by fundamentally rethinking the way we attract, train and retain teachers. Drawing on the latest research from economics, psychology and cognitive science, it builds a case for the specific changes and reforms necessary to revitalise the profession covering expertise, retention, motivation, workload, career development and recruitment. At the heart of the book is a simple message: we need to help teachers be the best they can be.

Routledge Market: Education August 2018: 216x138: 168pp Hb: 978-1-138-29791-3: £105.00 Pb: 978-1-138-29792-0: £12.99 eBook: 978-1-315-09893-7 * For full contents and more information, visit: www.routledge.com/9781138297913

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Routledge Market: Education May 2018: 246x174: 160pp Hb: 978-1-138-73088-5: £90.00 Pb: 978-1-138-73089-2: £19.99 eBook: 978-1-315-18922-2 * For full contents and more information, visit: www.routledge.com/9781138730885

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3rd Edition • TEXTBOOK • READER

The Teachers’ Handbook for Coaching in Schools

Unlocking Speaking and Listening

Unlocking the potential of learners

Developing Spoken Language in the Primary Classroom

Christian van Nieuwerburgh, University of East London, UK Coaching is an excellent way of unlocking the potential of learners and supporting the well-being and professional development of teachers. This ground-breaking book takes a practical approach to the introduction and maintenance of coaching interventions and approaches in schools and provides practical ideas, tools and techniques that teachers can start to use straight away. Implementing these ideas will have a measurable and sustained effect on educators, allowing them to dedicate more of their time and energy to unlocking the potential of their students. Routledge Market: Education / Coaching July 2018: 246x174: 256pp Hb: 978-1-138-84058-4: £95.00 Pb: 978-1-138-84059-1: £22.99 eBook: 978-1-315-73278-7 * For full contents and more information, visit: www.routledge.com/9781138840584

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Edited by Deborah Jones and Pamela Hodson, Kingston University, UK Series: Unlocking Series Now fully updated and exploring new topics, this edition of Unlocking Speaking and Listening tackles key issues surrounding speaking and listening with rigour, depth and a strong focus on research. With contributions from experts in the field, this vital resource will help both trainee and practising primary teachers understand and promote the importance of speaking and listening as an effective tool for learning across the primary curriculum. Routledge Market: Primary Education/Language & Literacy November 2017: 246x174: 170pp Hb: 978-1-138-29271-0: £105.00 Pb: 978-1-138-29272-7: £26.99 eBook: 978-1-315-23267-6 Prev. Ed Pb: 978-0-415-60317-1 * For full contents and more information, visit: www.routledge.com/9781138292727

7th Edition • TEXTBOOK • NEW EDITION

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The Teaching of Science in Primary Schools

Your Essential Guide to Placements in the Primary School

Wynne Harlen OBE This fully updated edition of The Teaching of Science in Primary Schools provides essential information for students, trainee and practising teachers about the ‘why, what and how’ of teaching primary science. It gives the latest information about the rationale and use of inquiry-based methodology and the use of assessment to help learning. New and expanded areas of coverage include updates to curriculum and assessment requirements, advances in knowledge of how the brain functions and expansion of the use of computer technology. This book recognises the challenges of teaching science and provides suggestions and examples aimed to increase teachers’ confidence and enjoyment of the subject. David Fulton Publishers Market: Primary Education / Science Education / Teacher Training April 2018: 246x189: 382pp Hb: 978-1-138-22571-8: £105.00 Pb: 978-1-138-22572-5: £27.99 eBook: 978-1-315-39890-7 Prev. Ed Hb: 978-0-415-65664-1 * For full contents and more information, visit: www.routledge.com/9781138225718

Understanding culture and expectation Jim Pugh and Viv Lloyd, University of Staffordshire, UK. This book will help you to prepare for your primary school placement, before even stepping foot in the school. With essential advice and guidance from TAs, teachers, head teachers, lecturers, and local authority advisors, it takes you from initial preparation, through to final reflections on your time within the school. Each chapter draws upon insider knowledge to illustrate key concepts and high quality practice, as well as to consider wider issues that affect primary school teaching. By unlocking the hidden expectations schools have of their students, the book identifies the full impact you can have on a child’s learning, helping you to excel as an integral part of the school team. Routledge Market: Primary Education March 2018: 210x148: 168pp Hb: 978-1-138-64239-3: £95.00 Pb: 978-1-138-64241-6: £22.99 eBook: 978-1-315-63000-7 * For full contents and more information, visit: www.routledge.com/9781138642393

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Thriving as a Professional Teacher How to be a principled professional Ian Luke, The University of St Mark and St John, UK and Jan Gourd This book explores the tensions between developing the classroom you know will be best for the children you teach and external pressures such as Ofsted, Performance Management, Teacher Standards and the need to prepare children for SATs and other tests. It analyses the differences between professionalism and professionalisation and will give teachers the knowledge to challenge and contest competing agendas. Including scenarios and opportunities for reflection, the book will help you to consider the issues you face and how you should best respond to enable both you and your students to flourish. Routledge Market: Education March 2018: 246x174: 224pp Hb: 978-1-138-63608-8: £90.00 Pb: 978-1-138-63609-5: £19.99 eBook: 978-1-315-20621-9 * For full contents and more information, visit: www.routledge.com/9781138636088

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RESEARCH METHODS IN EDUCATION

2nd Edition • TEXTBOOK • READER

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Arts-Based Research in Education

Democracy, Education and Research

Foundations for Practice

The Conditions of Social Change

Edited by Melisa Cahnmann-Taylor, University of Georgia, USA. and Richard Siegesmund, at Northern Illinois University, USA. Presenting readers with definitions and examples of arts-based educational research, this text identifies tensions, questions, and models in the field and provides guidance for both beginning and more experienced practice. As arts-based research grows in prominence and popularity, the barriers between empirical, institutional, and artistic research diminish, leading to an ever increasing, global need to understand and navigate this evolving domain of research. Featuring a diverse range of contributors, this text weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of excellence in theory and practice. Routledge Market: Arts-Based Education Research December 2017: 229 x 152: 274pp Hb: 978-1-138-23517-5: £105.00 Pb: 978-1-138-23519-9: £43.99 eBook: 978-1-315-30507-3 Prev. Ed Pb: 978-0-805-86380-2 * For full contents and more information, visit: www.routledge.com/9781138235199

Ivor F. Goodson, University of Brighton, UK and John Schostak, Manchester Metropolitan University, UK There are many books focusing upon recipe-like strategies for undertaking research, and there are many books on the politics of change and sustainable change in communities. However in this ground-breaking book four leading experts in the field of research combine their talents to offer a very different focus: how practices and processes of research and education can create fundamental, radical social change. Here the authors assess the meaning of ‘public impact’ by rethinking what is meant by a ‘public’ and how it is essential to the methodologies of education and research. Routledge Market: Education Policy/Politics July 2018: 234x156: 224pp Hb: 978-0-415-60513-7: £90.00 Pb: 978-0-415-60512-0: £26.99 eBook: 978-0-203-81809-1 * For full contents and more information, visit: www.routledge.com/9780415605137

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Autoethnography in Early Childhood Education and Care

Design Research in Education

Narrating the Heart of Practice

Arthur Bakker

Elizabeth Henderson, Sheffield University, UK This insightful book examines the purpose and methodology of autoethnography in early childhood settings, covering issues such as the gendered notion of caring, children’s voices, inclusion, emotional labour, poverty and risk. By challenging the perception of what it means to be an early years practitioner and researcher it uses narratives to offer a creative and scholarly insight into dilemmas faced by those working in early childhood settings. It will valuable for researchers postgraduate students and other academics in early childhood education seeking to give expression to their voices through ethnographic methodologies in qualitative research. Routledge Market: Education/Early Childhood/Autoethnography October 2017: 234x156: 134pp Hb: 978-1-138-73522-4: £105.00 Pb: 978-1-138-73523-1: £29.99 eBook: 978-1-315-18668-9 * For full contents and more information, visit: www.routledge.com/9781138735231

A Guide for Early Career Researchers Design Research in Education is a practical guide packed full of the information required to begin a design-based research project. With the busy student in mind, the easy to follow chapters are ideal for gaining a full overview of design based research and the practical skills needed to undertake it. By designing practical solutions to authentic problems in teaching and learning, this book addresses issues that early career researchers will encounter; from how to structure a project and choosing a research question to gaining funding for project and the best way to publish. This guide is the ideal introduction into the field of design-based research. Routledge Market: Education June 2018: 234x156: 250pp Hb: 978-1-138-57447-2: £105.00 Pb: 978-1-138-57448-9: £29.99 eBook: 978-0-203-70101-0 * For full contents and more information, visit: www.routledge.com/9781138574472

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Creating Inclusive Knowledges

Learning Sciences Research for Teaching

Edited by Christopher C. Sonn, Victoria University, Australia and Alison M. Baker, Victoria University, Australia

Jan C.W. VAN AALST, Crina Damsa, University of Oslo, Norway, Jin Mu, University of Passau, Germany and Sydney Msonde, University of Dodoma, Tanzania

This book discusses how various social actors, work in interdisciplinary and cross-institutional ways to push an agenda that privileges those individuals and groups, who live at the front line of social inequality, discrimination, racism and oppression. It was first published as a special issue of the International Journal of Inclusive Education.

Often, required research methods courses seem tangential or distant from the goal of teaching Masters programs. This well-organized volume from learning sciences addresses this issue, introducing methods in a thorough but approachable way specifically meant to help teachers use research to augment their teaching. Identifying qualitative and quantitative approaches, analyzing key methods, and describing how teachers can use these tools to effectively adapt research for their own classrooms, this is a practical toolkit grounded in a deep understanding of both the present and future of the field.

Routledge Market: Education January 2018: 246x174: 136pp Hb: 978-1-138-56378-0: £105.00 * For full contents and more information, visit: www.routledge.com/9781138563780

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Routledge Market: Education July 2018 Hb: 978-1-138-90289-3: £90.00 Pb: 978-1-138-90290-9: £29.99 eBook: 978-1-315-69723-9 * For full contents and more information, visit: www.routledge.com/9781138902893

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RESEARCH METHODS IN EDUCATION 8th Edition • TEXTBOOK • NEW EDITION

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Research Methods in Education

The Role of Research in Teachers' Work

Louis Cohen, Loughborough University, UK, Lawrence Manion, Formerly Manchester Metropolitan University, UK and Keith Morrison, Macau University of Science and Technology, Macau

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Narratives of Classroom Action Research Lesley Scanlon, University of Sydney, Australia Series: Routledge Research in Education The Role of Research in Teachers’ Work privileges teachers’ voices and explores what teachers themselves say about systematic research, the process of becoming researchers and the establishment of collaborative relationships with their teacher research partner; as well as the impact of research on their identity as teachers and on their students, on student outcomes, and on their pedagogical practices. Unique in contemporary writing on schools, this book and its companion, My School, represent one of the only comprehensive longitudinal studies of a low socioeconomic status secondary school from the perspective of those who learn and teach within

This rewritten, expanded and updated 8th edition of the long-running bestseller Research Methods in Education is the most comprehensive and accessible introductory text in the field. With ten new chapters, updated references and a revised layout, this new edition offers rich practical advice that is underpinned by clear, theoretical foundations. Research Methods in Education is essential reading for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyse and use research. Routledge Market: Education/Research Methods November 2017: 246x189: 916pp Hb: 978-1-138-20986-2: £110.00 Pb: 978-1-138-20988-6: £34.99 eBook: 978-1-315-45653-9 Prev. Ed Pb: 978-0-415-58336-7 * For full contents and more information, visit: www.routledge.com/9781138209886

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2nd Edition • TEXTBOOK • READER

The Evidence-Based Teacher

Understanding Education Research

Identifying, Understanding and Using Research in Schools

A Guide to Critical Reading

Stuart Kime and Robert Coe

Gary Shank, Gary D Shank, Launcelot Brown and Janice Pringle

Research in education is one of the most effective ways of finding out what works in the classroom and equips teachers to address the biggest challenges in teaching today, but research does not change anything on its own. Bridging the gap between teachers, researchers and policy makers, The Evidence-Informed Teacher is designed with the practitioner in mind and offers practical guidance on using action research to assess the barriers to pupil progress and to plan effective interventions. Combining a strong theoretical grounding with an accesible and practical approach, it is an essential guide for teachers seeking to undertake and act upon their own high-quality research.

Understanding Education Research, 2nd Edition is designed to help students learn to read educational research articles carefully, systematically, and critically. Readers will learn how to categorize titles, decode abstracts, find research questions, characterize research arguments, break down methods and procedures, explore references, apply analysis strategies, and interpret findings. This textbook allows students to easily develop the skills they need to become research literate and the 2nd edition has been updated throughout to offer simple guidelines for qualitative, quantitative, and statistical approaches and up-to-date information on complex and confusing methodologies.

Routledge Market: Education October 2018: 246x174: 192pp Hb: 978-1-138-90333-3: £95.00 Pb: 978-1-138-90334-0: £22.99 eBook: 978-1-315-69697-3 * For full contents and more information, visit: www.routledge.com/9781138903333

Routledge Market: Education July 2018: 254 x 178 Hb: 978-1-138-56579-1: £120.00 Pb: 978-1-138-56580-7: £26.99 eBook: 978-1-315-12314-1 Prev. Ed Hb: 978-1-612-05580-0 * For full contents and more information, visit: www.routledge.com/9781138565791

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The Reviewer’s Guide for Mixed Methods Research Analysis

Young People Reading

Edited by Tony Onwuegbuzie and R. Burke Johnson

Edited by Evelyn Arizpe, University of Glasgow, UK and Gabrielle Cliff Hodges, DUPLICATE ACCOUNT

The Reviewer’s Guide for Mixed Methods Research Analysis is designed for evaluators of research manuscripts and proposals in the social and behavioral sciences, and beyond. Its thirty-three uniquely structured chapters cover both traditional and emerging mixed methods data analysis, which neither junior nor veteran reviewers can be expected to know in detail. The book updates readers on each technique’s key principles, appropriate usage, underlying assumptions, and limitations. It thereby assists reviewers in offering constructive commentary on works they evaluate, and also serves as an indispensable author’s reference for preparing sound research manuscripts and proposals. Routledge Market: Education November 2018: 254 x 178 Hb: 978-1-138-30526-7: £120.00 Pb: 978-1-138-30527-4: £57.99 eBook: 978-0-203-72943-4 * For full contents and more information, visit: www.routledge.com/9781138305267

Routledge Market: Education February 2018: 234x156: 168pp Hb: 978-1-138-70126-7: £115.00 eBook: 978-1-315-20415-4 * For full contents and more information, visit: www.routledge.com/9781138701267

Empirical Research Across International Contexts

The value of small-scale qualitative research projects into young people’s reading is often underestimated. Yet these finely-tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people’s reading practices. Bringing together contributors from six continents, this fascinating volume explores researchers’ experiences of investigating the reading habits, preferences and practices of young people aged 12 – 21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages, and using diverse media. Routledge Market: Education April 2018: 234x156: 210pp Hb: 978-1-138-29157-7: £105.00 Pb: 978-1-138-29158-4: £29.99 eBook: 978-1-315-26521-6 * For full contents and more information, visit: www.routledge.com/9781138291577

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SCHOOL LEADERSHIP, MANAGEMENT & ADMINISTRATION TEXTBOOK • READER

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A Case Study Approach to Educational Leadership

Becoming a Brilliant Trainer

Sharon D. Kruse and Julie A. Gray

A Teacher’s Guide to Running Sessions and Engaging Learners

The case book takes on the core areas of school leadership—organizational vision; instruction, curriculum, and assessment; school and external community; school culture and internal community; equity; and improvement, innovation, and reform. Using a case learning approach, the volume introduces salient theoretical and empirical literature in each core area and provides illustrative cases designed for individual and group analysis. Written for aspiring educational leaders, this book helps facilitate the discussion and reflection of individual and collective professional judgment. Routledge Market: Education July 2018: 229 x 152: 240pp Hb: 978-1-138-09106-1: £95.00 Pb: 978-1-138-09107-8: £24.99 eBook: 978-1-315-10830-8 * For full contents and more information, visit: www.routledge.com/9781138091061

Alan Denton, Science-specialist teacher trainer working for schools, universities, the Science Learning Network and the Institute of Physics. and Simon Brownhill This book provides primary and secondary teachers, school leaders and heads of departments with accessible, innovative and engaging strategies for supporting their teaching colleagues. It gives practical advice on putting together training sessions, and includes tips on how best to share existing knowledge in a group, and how to use both dialogue and written text to develop ideas for the classroom. The theory behind each strategy is explained clearly, and each idea is followed by tried and tested practical examples, easily digestible for busy teaching professionals to allow them to motivate and coach their colleagues. Routledge Market: Education November 2017: 246x174: 200pp Hb: 978-1-138-64575-2: £105.00 Pb: 978-1-138-64576-9: £22.99 eBook: 978-1-315-62796-0 * For full contents and more information, visit: www.routledge.com/9781138645769

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Advancing the Development of Urban School Superintendents through Adaptive Leadership

Becoming a Growth Mindset School The Power of Mindset to Transform Teaching, Leadership and Learning Chris Hildrew, Churchill Academy & Sixth Form, UK

Sarah Chace Series: Routledge Research in Educational Leadership

This guide explains the theories which underpin a growth mindset ethos and lays out how to embed them into the culture of a school. It offers step-by-step guidance for school leaders to help build an approach to teaching and learning that will encourage children to embrace challenge, persist in the face of setback and see effort as the path to mastery. It isn’t about quick fixes or miracle cures, but an evidence-based transformation of the way we think and talk about teaching, learning and learners. Underpinned by the ground-breaking research of Carol Dweck, Angela Duckworth, Walter Mischel and others, this book shows how a growth mindset ethos benefits the whole school

Based on a case study of urban school superintendents in a leadership development program, this book offers a concrete demonstration of how adaptive leadership is applied and learned. Blending the theory of adaptive leadership with the practice of urban school superintendents, this book also utilizes the analytic lens of transformative learning as developed by Jack Mezirow. Routledge Market: Education September 2018: 229 x 152: 160pp Hb: 978-1-138-67235-2: £105.00 eBook: 978-1-315-56256-8 * For full contents and more information, visit: www.routledge.com/9781138672352

community. Routledge Market: Education March 2018: 246x174: 224pp Hb: 978-1-138-89549-2: £105.00 Pb: 978-1-138-89550-8: £19.99 eBook: 978-1-315-17950-6 * For full contents and more information, visit: www.routledge.com/9781138895492

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Alternative Educational Programmes, Schools and Social Justice

Community-Engaged Leadership for Social Justice

Edited by Glenda McGregor, Griffith University, Australia, Martin Mills, Pat Thomson and Jodie Pennacchia Alternative education caters and cares for students whose regular schools have failed and excluded them. This collection addresses the important question - what might regular schools and teachers learn about socially just pedagogies from alternative education practices? It was first published as a special issue of Critical Studies in Education.

A Critical Approach David DeMatthews, University of Texas at El Paso, USA This book advocates for informed leaders who are aware of the larger historical, political-economic, sociological, and philosophical issues that surround the schools and communities they serve. Extending beyond mainstream conceptions of instructional leadership or broad social justice paradigms, this book offers a multidisciplinary framework that helps leaders better serve the needs of their students, teachers, and communities. Routledge Market: Education May 2018: 229 x 152: 208pp Hb: 978-1-138-04457-9: £95.00 Pb: 978-1-138-04458-6: £29.99 eBook: 978-1-315-17226-2 * For full contents and more information, visit: www.routledge.com/9781138044579

Routledge Market: Education February 2018: 246x174: 152pp Hb: 978-0-815-38088-7: £115.00 * For full contents and more information, visit: www.routledge.com/9780815380887

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Deciphering Chinese School Leadership

GenX School Leaders

Conceptualisation, Context and Complexities

Changing and Challenging the Future of School Leadership

Allan Walker, The Education University of Hong Kong, Hong Kong and Haiyan Qian, The Education University of Hong Kong, Hong Kong Series: Routledge Series on Schools and Schooling in Asia With existing educational leadership models and theories being predominantly western influenced, this book aims to provide more insight into school leadership in China. It pioneers building research- and practice-informed knowledge and unravels the complexities that characterize the scholarship, context and practices of school leadership. This text will be particularly useful to international education researchers with focus on educational leadership, comparative education, education policy and education in China. Routledge Market: Education October 2017: 234x156: 310pp Hb: 978-1-138-95704-6: £105.00 eBook: 978-1-315-66537-5 * For full contents and more information, visit: www.routledge.com/9781138957046

Karen Edge Series: Routledge Leading Change Series This book sheds light on the careers, lives, leadership, motivation and aspirations of a new generation of education leaders. In many large urban centers, GenX leaders are stepping into senior school leadership roles in greater numbers---having a potentially profound impact on the next three decades of educational practice and school reform in cities around the globe. Karen Edge underscores the importance of understanding this shift in generational influence, by offering and in-depth, exciting and thought-provoking analysis of the five big issues facing GenX school leaders, as well as suggestions for concrete policy and practice strategies related to their recruitment, development, and retention. Routledge Market: Education July 2018: 229 x 152 Hb: 978-1-138-08728-6: £90.00 Pb: 978-1-138-08729-3: £26.99 eBook: 978-1-315-11057-8 * For full contents and more information, visit: www.routledge.com/9781138087286

TEXTBOOK • READER

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Developing Ethical Principles for School Leadership

Improving Schools Using Systems Leadership

PSEL Standard Two

Turning intention into reality Edited by Lisa Bass, William C. Frick and Michelle D. Young, University of Virginia, USA Series: PSEL/NELP Leadership Preparation

Co-published with UCEA, this exciting new textbook tackles ISLLC Standard #9—the ethical principles of leadership. This volume includes specific strategies for school leaders to develop knowledge and skills in supporting the learning and development of all students, as well as understanding the dynamics and importance of ethics in leadership practice. By presenting problem-posing cases, theoretical grounding, relevant research, and implications for practice, this book provides aspiring leaders with the background, learning experiences, and analytical tools to successfully promote student success in their contexts. Routledge Market: Education March 2018: 254 x 178: 170pp Hb: 978-1-138-91884-9: £120.00 Pb: 978-1-138-91885-6: £36.99 eBook: 978-1-315-68823-7 * For full contents and more information, visit: www.routledge.com/9781138918849

Ian Macdonald, Tony Tiplady and Clive Dixon Systems Leadership provides those involved in the design and delivery of educational services with a coherent toolkit to help design and run an effective organization. It integrates models of leadership, teamwork, capability, structure and systems to help create and sustain improvement over time. This book explains how Systems Leadership can and has been applied in schools to bring clarity to the purpose, structure and systems within a school and have a major impact on its success. Based on both theory, real data on education improvements at school and regional level, and case studies, it provides readers with an easy-to-follow, integrated framework for running a good school. Routledge Market: Education/Schools April 2018: 234x156: 240pp Hb: 978-1-138-55614-0: £120.00 Pb: 978-1-138-55611-9: £35.99 eBook: 978-1-315-14986-8 * For full contents and more information, visit: www.routledge.com/9781138556140

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Engaging Families, Educators, and Communities as Educational Advocates

Influencing High Student Achievement through School Culture and Climate

Edited by Sue Winton and Lauri Johnson, Boston College, USA

A Quantitative Approach to Organizational Health-Based Leadership

This collection expands understanding of family–school–community partnerships by focusing on how community groups, educators, and university professors engage with public education to achieve their own goals. It was published as a special issue of Leadership and Policy in Schools.

This book suggests that the school principal’s consideration of culture and climate of the school can significantly improve and sustain student achievement over time. Taking an innovative approach to organizational health and student achievement, this volume uses inferential statistical data analysis to quantify the way school leaders can strategically interact within school culture and systems to improve student achievement. A cutting-edge analysis of the importance of school climate, this book draws on current research from the Organizational Health Inventory diagnostic framework to provide data-based conceptual models of the relation between culture and leadership.

Routledge Market: Education November 2017: 246x174: 120pp Hb: 978-1-138-56341-4: £115.00 * For full contents and more information, visit: www.routledge.com/9781138563414

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Steven Busch and Julie Fernandez

Routledge Market: Education August 2018: 229 x 152: 75pp Hb: 978-0-815-38374-1: £105.00 eBook: 978-1-351-20559-7 * For full contents and more information, visit: www.routledge.com/9780815383741

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SCHOOL LEADERSHIP, MANAGEMENT & ADMINISTRATION

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Surreal Change

Leading Holistically

The Real Life of Transforming Public Education

How Schools, Districts, and States Improve Systemically

Michael Fullan, Ontario Institue for Studies in Education, University of Toronto, Canada Series: Routledge Leading Change Series In Surreal Change: The Real Life of Transforming Public Education, internationally renowned expert Michael Fullan reflects on the leading trends and ideas within the educational change field over a 50-year period. The author traces the evolution of the field through his own personal developments and contributions to it, working chronologically through "The 12 Seminal Ideas" of his career. By looking at the way the field has transformed and grown over time, Fullan draws attention to what ideas have persisted, what problems still need solving, and what faces teachers, leaders and reformers today. Routledge Market: Education April 2018: 229 x 152: 116pp Hb: 978-1-138-92683-7: £120.00 Pb: 978-1-138-92684-4: £26.99 eBook: 978-1-315-68295-2 * For full contents and more information, visit: www.routledge.com/9781138926837

Edited by Haim Shaked, Hemdat Hadarom College of Education, Netivot, Israel, Chen Schechter and Alan James Daly, University of California, San Diego, USA Leading Holistically explores systems thinking in educational leadership -- a comprehensive framework that enables leaders to improve their practice by taking a holistic perspective, instead of relying on a one-size-fits all solution to discreet aspects of their organization. Renowned educational leader scholars come together in this valuable book to examine systems thinking at the school, district, and state/national levels, providing strategies to guide educators toward success. This book unpacks the complexity and nuances of systems thinking in educational leadership and policy, helping educators face the growing complexity, change, and diversity in education to maximize their impact. Routledge Market: Education December 2018: 229 x 152: 240pp Hb: 978-1-138-55991-2: £110.00 Pb: 978-1-138-55992-9: £36.99 eBook: 978-0-203-71218-4 * For full contents and more information, visit: www.routledge.com/9781138559912

TEXTBOOK • READER

Instructional Leadership in the Content Areas

Leading Schools and Districts

Case Studies for Leading Curriculum and Instruction

Building Capacity to Solve Leadership Puzzles

Edited by Jo Beth Jimerson and Sarah Quebec Fuentes

S. David Brazer, Stanford University, USA, Scott Bauer and Bob L. Johnson Jr

Co-published with UCEA, this textbook prepares aspiring educational leaders for the important and challenging task of supporting instruction in their schools. Instructional Leadership in the Content Areas equips leaders—who might not have content backgrounds that align with those of the teachers they supervise—with research-based practices and knowledge specific to a range of subject areas. Rich with activities, resources, and discussion questions, this casebook provides a broad overview of instructional leadership and the tools for school leaders to improve and support classroom practices across all content areas.

Leading Today’s Schools and Districts provides a unique approach to preparing prospective education leaders by combining theory, research, and practice. Taking an organizational and leadership theory approach, this book helps leaders understand their school from multiple perspectives and develop their own leadership aspirations, approaches, and missions. The many exercises, real dilemmas, and reflective tools guides readers in understanding what it means and feels like to lead schools and school districts.

Routledge Market: Education September 2018: 254 x 178: 240pp Hb: 978-1-138-57883-8: £125.00 Pb: 978-1-138-57884-5: £35.99 eBook: 978-1-351-26368-9 * For full contents and more information, visit: www.routledge.com/9781138578838

Routledge Market: Education November 2018: 254 x 178: 272pp Hb: 978-1-138-03909-4: £95.00 Pb: 978-1-138-03910-0: £27.95 eBook: 978-1-315-17612-3 * For full contents and more information, visit: www.routledge.com/9781138039094

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International Perspectives on Maladministration in Education

Networks for Learning

Theories, Research and Critiques Edited by Eugenie A. Samier, American University of Ras al Khaimah, United Arab Emirates and Peter Milley, University of Ottawa, Canada This volume develops a theoretical and critical foundation for understanding "maladministration"— the phenomena of harmful administrative and organizational behaviours in educational systems. Chapter authors provide theoretical and practice-based perspectives across international contexts regarding common destructive practices that occur in educational organisations, such as negligence and mistreatment of people, professional dishonesty, fraud and embezzlement, abuse of power, and corrupt organisational cultures. Routledge Market: Education May 2018: 229 x 152: 240pp Hb: 978-1-138-55663-8: £105.00 Pb: 978-1-138-55664-5: £36.99 eBook: 978-1-315-15022-2 * For full contents and more information, visit: www.routledge.com/9781138556638

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Effective Collaboration for Teacher, School and System Improvement Edited by Chris Brown, Institute of Education, University College London, UK and Cindy L. Poortman, University of Twente, the Netherlands Educational researchers, policy-makers and practitioners are increasingly focusing their attention on Professional Learning Networks to facilitate teacher development and encourage school and school system improvement. Examining a multitude of perspectives such as the use of evidence within PLNs and the impact of inter-school networks, this accessible text will contain case studies and exemplars to contextualise sustainable learning networks and evaluate the challenges from theoretical and practical approaches. Written by a team of international contributors, this book will be essential reading for researchers, students and school leaders interested in developing school learning networks. Routledge Market: Education December 2017: 234x156: 220pp Hb: 978-1-138-24475-7: £105.00 Pb: 978-1-138-24476-4: £29.99 eBook: 978-1-315-27664-9 * For full contents and more information, visit: www.routledge.com/9781138244764

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Partners for Special Needs

School Choice at the Crossroads

How Teachers Can Effectively Collaborate with Parents and Other Advocates

Research Perspectives

Douglas J. Fiore and Julie Anne Fiore Learn how to collaborate with parents and special education advocates to ensure student success. This practical book shows you how to navigate the tricky path to meeting special education goals and outcomes. It also provides strategies to help you communicate and partner more effectively with families and specialists.

Routledge Market: Education December 2017: 246x174: 98pp Hb: 978-1-138-71470-0: £95.00 Pb: 978-1-138-71473-1: £24.99 eBook: 978-1-315-22915-7 * For full contents and more information, visit: www.routledge.com/9781138714731

Edited by Mark Berends, Notre Dame University, USA, R. Joseph Waddington, University of Kentucky, USA and John A. Schoenig, University of Notre Dame, USA This edited volume compiles exemplary, policy-relevant research on school choice options—voucher, private, charter, and traditional public schools—as they have been implemented across the nation. Examining national and state-level perspectives, renowned contributors discuss the effect of choice and vouchers on student outcomes, the processes of choice, supportive conditions of school choice programs, comparative features of school choice, and future research. This timely volume addresses whether school choice works, under what conditions, and for whom—further informing educational research, policy, and practice. Routledge October 2018: 229 x 152: 240pp Hb: 978-0-815-38036-8: £110.00 Pb: 978-0-815-38037-5: £29.99 eBook: 978-1-351-21331-8 * For full contents and more information, visit: www.routledge.com/9780815380368

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Professional Parent Partnerships

School Design Matters

Robert Dillon

How school environments relate to the practice and experience of teaching and learning

In this important new book by Bob Dillon and Melissa Nixon, you’ll learn how to build powerful parent partnerships in today’s educational climate. Learn how to communicate what leaders and educators need from parents, guardians, and supporting adults in a practical way that gives access to all parents. Dillon and Nixon explain why many parents don’t have a current partnership entry point for their schools. It creates a menu of options that work for school and home for students of every grade level. Every chapter contains practical takeaways and sample stories. Routledge August 2018: 229 x 152 Hb: 978-0-815-39444-0: £95.00 Pb: 978-0-815-39445-7: £26.99 eBook: 978-1-351-18611-7 * For full contents and more information, visit: www.routledge.com/9780815394440

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Harry Daniels, Andrew Stables, Hau Ming Tse and Sarah Cox, University of Oxford, UK The Design Matters? project on which this book is based produced the most accurate picture ever of the effects of school design on the practice and experience of school, from perspectives of teachers, students and parents. This book reviews its fascinating conclusions and shows how school design does not simply cause outcomes, but offers opportunities for, and constraints on, practices. It highlights the degree to which good school design can influence expectations and philosophies of school leaders, and how continuity of vision from design-to-build- to-occupation may produce more harmonious outcomes. This is a vital contribution to the debates about school design on a number of levels. Routledge Market: Education June 2018: 246x189: 260pp Hb: 978-1-138-28010-6: £90.00 Pb: 978-1-138-28011-3: £29.99 eBook: 978-1-315-27241-2 * For full contents and more information, visit: www.routledge.com/9781138280106

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Quality and Equity in Education

School Evaluation with a Purpose

Revisiting Theory and Research on Educational Effectiveness and Improvement

Challenges and Alternatives

Leonidas Kyriakides, University of Cyprus, Cyprus, Bert P.M. Creemers, University of Groningen, Netherlands and Anastasia Panayiotou Series: Routledge Research in Education

In recent years, there has been an increased interest in and demand for school evaluation. Evaluation is often linked to issues of accountability, performance assessment, regulation and inspection. This book explores and develops the latest thinking surrounding external and self-evaluation in schools. Examining teacher professionalism, reflective practice, and what really matters in education, the challenges around current evaluative practice are recognised and discussed. Successful case studies and their methodology in a variety of European schools are considered, with a look at the validity of quality assurance in these aspects of school life, and suggestions for alternative approaches.

Quality and Equity in Education makes a major contribution to knowledge and theory building in research on promoting quality and equity in education. The book presents the Dynamic Approach to School Improvement (DASI) model and, drawing upon research conducted across the world during the last fifteen years, critically presents the findings in order to test the validity of the model and search for the impact of this approach on promoting quality in education. Based on these findings, the authors revise the dynamic theory of educational effectiveness and explore the possibilities of using an evidence-based and theory-driven approach to promote not only quality, but also equity, in education. Routledge Market: Education June 2018: 234x156 Hb: 978-1-138-30180-1: £105.00 eBook: 978-0-203-73225-0 * For full contents and more information, visit: www.routledge.com/9781138301801

Edited by Eli Ottesen and Fiona Stephens

Routledge Market: Education September 2018: 234x156: 192pp Hb: 978-0-815-37646-0: £105.00 Pb: 978-0-815-37647-7: £29.99 eBook: 978-0-815-37648-4 * For full contents and more information, visit: www.routledge.com/9780815376460

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SCHOOL LEADERSHIP, MANAGEMENT & ADMINISTRATION

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School Leadership in Singapore

Teacher Agency, Professional Development and School Improvement

A Rasch Perspective Hairon Salleh and Jonathan Wee Pin Goh Series: Routledge Research in Educational Leadership

Judy Durrant

This book provides an interesting summary of key themes on school leadership within East Asian contexts, using Singapore as a case study. Drawing from a study using Rasch analysis and Hierarchical Linear Modelling techniques, the book will provide international readers with an in-depth understanding of school leadership in Singapore through the critical analyses of a range of themes. This book will provide a more nuanced understanding and appreciation of the school leadership phenomenon contextualized within an East Asian context surfacing social, cultural and political forces shaping school leadership.

At the heart of the book is a fresh perspective on schooling, in which teacher agency is considered fundamental to professional development and school improvement. Compelling evidence into the role of teachers in school change provides the basis for frameworks and practical models, while examples of projects and programmes illustrate how to make this explicit in professional development and school improvement. Readers are invited to reconceptualise professional development, re-imagine school improvement and focus on enabling teacher agency as the foundation for change.

Routledge Market: Education December 2018: 234x156: 224pp Hb: 978-1-138-22217-5: £105.00 eBook: 978-1-315-40846-0 * For full contents and more information, visit: www.routledge.com/9781138222175

Routledge Market: Education November 2018: 234x156: 200pp Hb: 978-1-138-09371-3: £95.00 Pb: 978-1-138-09374-4: £29.99 eBook: 978-1-315-10643-4 * For full contents and more information, visit: www.routledge.com/9781138093713

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Strengthening the Connections between Leadership and Learning

Teacher Empowerment and Cultural Context

Challenges to Policy, School and Classroom Practice John MacBeath, University of Cambridge, UK, Neil Dempster, Griffith University, Australia, David Frost, Greer Johnson and Sue Swaffield, University of Cambridge, UK Making the case for a radical reappraisal of leadership, learning and their inter-relationship, this book examines a decade of research and practice to clarify, extend and refine leadership for learning principles and practices. Suggesting that policy direction is progressively constraining the professionalism and initiative of teachers and school leaders, the book argues the case for thinking differently about what it means to lead learning in ways that challenge much of conventional wisdom and policy mandate and extend beyond the classroom. It will appeal to postgraduate students, especially those in leadership in education, and will also be useful to teachers and policy makers in schools.

The Case of Brunei Darussalam Shanthi Thomas Series: Routledge Series on Schools and Schooling in Asia This book treads new ground by redefining Teacher Empowerment in the cultural context of South East Asia. Using the case of Brunei Darussalam which has a unique socio-cultural make-up as a melting pot of Malay, Chinese and other Asian cultures, the book offers a unique insight how the Teacher Empowerment dynamics is played out in this context. Covering more than just empowering leadership in schools, the author explores how colleagues, parents, and students empower teachers, and how teachers empower themselves. This book is a valuable guide for educators and educational leaders and researchers in Southeast Asia and beyond.

Routledge Market: Education March 2018: 234x156: 176pp Hb: 978-0-815-34914-3: £105.00 Pb: 978-0-815-34915-0: £29.99 eBook: 978-1-351-16532-7 * For full contents and more information, visit: www.routledge.com/9780815349143

Routledge Market: Teacher Development, Educational Leadership, Professional Development November 2017: 234x156: 120pp Hb: 978-1-138-30236-5: £115.00 eBook: 978-0-203-73180-2 * For full contents and more information, visit: www.routledge.com/9781138302365

2nd Edition • NEW EDITION

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Students Taking Charge Implementation Guide for Leaders

The Difference Maker

Inside the Learner-Active, Technology-Infused Classroom

Todd Whitaker, Indiana State University, USA and Ryan Donlan, Indiana State University, USA

Nancy Sulla, Innovative Designs for Education, USA, Bosco Tanya and Marks Julie Learn how to create innovative, student-centered learning environments in your school. In this new book, Nancy Sulla provides a powerful framework for designing Learner-Active, Technology-Infused Classrooms, which she has implemented in districts across the country. You’ll find out how to help teachers make their classrooms more personalized, rigorous places in which students take ownership of their work, pose high level questions, work on problems together, and actively seek answers. Each chapter provides a wide variety of practical tools for implementation and teacher observation to help you get started.

How School Boards Can Achieve Results for Their Districts

In this book from bestselling author Todd Whitaker and Ryan Donlan, school board members will learn how to make smart, worthwhile decisions that will lead to positive change in their districts. The Difference Maker addresses the challenges of making realistic choices that will truly benefit the school and have a lasting impact. The book covers how to handle board meetings, how to communicate effectively with the superintendent during the year, how to work with colleagues, and how to represent the community. Each chapter offers strategies, tips, and sample scenarios. Routledge Market: Education August 2018: 229 x 152: 144pp Pb: 978-1-138-04943-7: £19.99 eBook: 978-1-315-16953-8 * For full contents and more information, visit: www.routledge.com/9781138049437

Routledge Market: Education June 2018: 160pp Hb: 978-1-138-71385-7: £75.00 Pb: 978-1-138-71387-1: £19.99 eBook: 978-1-315-22917-1 * For full contents and more information, visit: www.routledge.com/9781315229171

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SCHOOL LEADERSHIP, MANAGEMENT & ADMINISTRATION TEXTBOOK • READER

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The Politics of Education Policy in an Era of Inequality

Whiteucation

Possibilities for Democratic Schooling

Edited by Jeffrey S. Brooks, Monash University, Australia and George Theoharis

Sonya Douglass Horsford, George Mason University, USA, Janelle Scott and Gary Anderson Series: Educational Leadership for Equity and Diversity In a context of increased politicization led by state and federal policymakers, corporate reformers, and for-profit educational organizations, Critical Perspectives on Education Policy and Politics explores a new vision for leading schools grounded in culturally relevant, advocacy, and social justice leadership theories. This timely volume tackles the origins and implications of growing accountability for educational leaders and reconsiders the role educational leaders should and can play in education policy and political processes. Routledge Market: Education July 2018: 254 x 178: 240pp Hb: 978-1-138-93018-6: £95.00 Pb: 978-1-138-93019-3: £26.99 eBook: 978-1-315-68068-2 * For full contents and more information, visit: www.routledge.com/9781138930186

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Privilege, Power, and Prejudice in School and Society This important volume explores how racism operates at various levels of school and society, while also unpacking larger patterns of racist ideology and white privilege as it manifests across various levels of schooling. A diverse set of contributors analyze a particular context of white privilege, providing key research findings, connections to policy, and exemplars of schools and universities that are overcoming these challenges. Whiteucation provides a holistic perspective on how inequitable power dynamics and prejudice exist in schools, ultimately encouraging reflection, dialogue, and inquiry in spaces where white privilege needs to be questioned, interrogated, and dismantled. Routledge Market: Education November 2018: 229 x 152: 224pp Hb: 978-0-815-36892-2: £105.00 Pb: 978-0-815-36895-3: £35.99 eBook: 978-1-351-25348-2 * For full contents and more information, visit: www.routledge.com/9780815368922

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Turbulence Theory and Educational Leadership An Exemplar-Based Approach Steven Jay Gross, Temple University, USA In our increasingly complex world, the turbulent forces affecting educators have become vastly more dynamic, opening critical challenges but also opportunities. Reframing how to understand the drivers of turbulence, this book provides aspiring educational leaders with the theory and tools for understanding turbulence theory and its application to school contexts. With innovative, case-based examples, this book explores how turbulence can be leveraged or minimized to increase creative opportunity and address dilemas in schools. Routledge Market: Education November 2018: 229 x 152: 220pp Hb: 978-1-138-04670-2: £95.00 Pb: 978-1-138-04672-6: £26.99 eBook: 978-1-315-17135-7 * For full contents and more information, visit: www.routledge.com/9781138046702

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Unleashing Great Teaching The Secrets to the Most Effective Tecaher Development David Weston, Teacher Development Trust and Bridget Clay, Teacher Development Trust This practical guide for leaders of all levels in schools will inspire you to implement the most effective professional learning in your staff. David Weston and Bridget Clay showcase how the very best schools in the UK are engineering spectacular but achievable cultures of continuous improvement and professional learning and highlight how other schools can learn from their experiences. Sections include examples from real schools, easy-to-digest ideas from theory and practical ready-to-use approaches to put into practice. Advice, tools and checklists are also provided. This is a book that unlocks the secrets of great staff development, whether you are leading a team or an entire school. Routledge Market: Education April 2018: 246x174: 196pp Hb: 978-1-138-10593-5: £95.00 Pb: 978-1-138-10599-7: £17.99 eBook: 978-1-315-10172-9 * For full contents and more information, visit: www.routledge.com/9781138105935

Browse and order online: www.routledge.com/education

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SCHOOL PSYCHOLOGY

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Child and Adolescent Wellbeing and Violence Prevention in Schools Edited by Phillip T. Slee, Flinders University, Australia, Grace Skrzypiec, Flinders University, Australia and Carmel Cefai, University of Malta, Malta This book explores the wide range of ways that educators can understand and promote wellbeing and violence prevention initiatives in schools and communities. Drawing together the two topics of wellbeing and violence prevention and encouraging dialogue between them, the authors address a broad range of contemporary issues including culture, gender and youth voice. Translating theory into practice with a strong evidence-based application, each chapter presents recent research on applications, trends and issues in the field, as well as practical ideas for wellbeing and violence prevention measures. Routledge Market: Education/Psychology November 2017: 234x156: 230pp Hb: 978-1-138-10475-4: £125.00 Pb: 978-1-138-10478-5: £29.99 eBook: 978-1-315-10204-7 * For full contents and more information, visit: www.routledge.com/9781138104785

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How to do Curriculum-Based Measurement in MTSS/RtI Mark R Shinn and Ben Clarke How to do Curriculum-Based Measurement in MTSS/RtI defines contemporary CBM and its limits, identifies best practices, and describes its application in the contexts of the Common Core, Response-to-Intervention models, and special education more generally. Including activities, standardized instructions, and targeted strategies designed to address common obstacles, this volume provides specific guidance on procedural techniques. Written by leading experts in the field, this text accounts for the role of CBM in a K-12 educational environment, and then provides educators and school psychologists with a resource for making effective decisions. Routledge Market: Education July 2018 Hb: 978-1-138-94654-5: £90.00 Pb: 978-1-138-94655-2: £19.99 eBook: 978-1-315-67073-7 * For full contents and more information, visit: www.routledge.com/9781138946545

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SECONDARY EDUCATION Dummy text to keep placeholder

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Being a Resilient Teacher

Coaching Students in Secondary Schools

Engaging positively with the realities of teaching

Closing the Gap between Performance and Potential

Anna Lise Gordon

Adam Abdulla

How will I survive in teaching? More than that, how can I thrive for the longer term? Being a Resilient Teacher explores the central role that resilience plays in our ability to cope with the many challenges of teaching. It is essential reading for those who are training, new to the profession, and for experienced teachers looking for support. It provides an introduction to resilience research, the particular challenges facing teachers, and how and why resilience should be embedded in CPD long term. Most importantly, it offers straightforward, easy-to-implement practical strategies to help you develop a positive approach that will ensure you thrive in a successful teaching career.

This practical, evidence-based guide provides a valuable introduction to how coaching can help secondary school students improve performance, develop skills and achieve rewarding personal goals. Using a clear, step-by-step structure, the book presents a solution-focused approach that will have a positive effect on attitude, well-being and achievement, and will ultimately allow the student to become their own self-coach. Scenarios, models, and examples of real-life dialogue and vocabulary are embedded throughout to introduce and consolidate core coaching skills, demonstrating how differently a conversation can develop when using an effective coaching

Routledge Market: Education October 2018: 246x174: 224pp Hb: 978-1-138-95427-4: £95.00 Pb: 978-1-138-95428-1: £24.99 eBook: 978-1-315-66701-0 * For full contents and more information, visit: www.routledge.com/9781138954274

technique.

2nd Edition • TEXTBOOK • READER

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Classroom Observation

Critical Religious Education

A guide to the effective observation of teaching and learning

A Teacher's Guide for the Secondary Classroom

Matt O'Leary, University of Wolverhampton, UK

Christina Easton, Angela Goodman, Andrew Wright, Kings College London, UK and Angela Wright

Classroom Observation explores the pivotal role of lesson observation in the training, assessment and development of new and experienced teachers. Building on recent changes and debates surrounding the use of observation, the book offers practical guidance on an aspect of training that is often a source of anxiety, with key suggestions on how to work with observation as a tool to promote sustainable teacher learning and collaboration. With brand new chapters exploring peer-based models of observation, and how to use digital technology to inform learning, this thought-provoking book offers a crucial analysis of the place, role and nature of observation in the lives of education professionals.

Routledge Market: Education / Secondary October 2017: 246x174: 216pp Hb: 978-1-138-08048-5: £95.00 Pb: 978-1-138-08049-2: £19.99 eBook: 978-1-315-11349-4 * For full contents and more information, visit: www.routledge.com/9781138080492

Critical Religious Education serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice. The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach. In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, as well as online resources, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur’an and the relationship between science and religion.

Routledge Market: Education November 2018: 246x174: 216pp Hb: 978-1-138-64190-7: £95.00 Pb: 978-1-138-64191-4: £26.99 eBook: 978-1-315-63024-3 Prev. Ed Hb: 978-0-415-52578-7 * For full contents and more information, visit: www.routledge.com/9781138641907

Routledge Market: Education April 2018: 297x210: 180pp Hb: 978-1-138-12321-2: £105.00 Pb: 978-1-138-12322-9: £24.99 eBook: 978-1-315-64898-9 * For full contents and more information, visit: www.routledge.com/9781138123212

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2nd Edition • NEW EDITION

Classroom-based Interventions Across Subject Areas

Grammar Survival

Research to understand what works in education Edited by Gabriel Stylianides, University of Oxford, UK and Ann Childs, University of Oxford Written by expert researchers and practitioners, this new book aims to locate the important features of educational research that offer real potential to support improvement of classroom practice in a range of subjects. It considers possible reasons for the scarcity of classroom-based intervention studies, what’s involved in adapting interventions for use in different contexts and, crucially, shows how research conducted in real classrooms increases the likelihood of results that are directly applicable to practice and alleviate problems of student learning. It will be essential reading for all those concerned with how educational research can impact upon teaching and learning. Routledge Market: Secondary Education July 2018: 234x156: 224pp Hb: 978-1-138-04862-1: £95.00 Pb: 978-1-138-04863-8: £29.99 eBook: 978-1-315-17007-7 * For full contents and more information, visit: www.routledge.com/9781138048621

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A Teacher's Toolkit Geoff Barton Is teaching grammar an uphill struggle? Do you find teaching complex sentences or comma use a daunting prospect? Focusing on what you need to know in the classroom, this title provides you with the essential knowledge and tools you may need to teach grammar effectively. It is suitable for busy, newly qualified, and practising teachers.

Routledge October 2017: 297x210 Hb: 978-1-138-46637-1: £145.00 Pb: 978-0-415-55405-3: £22.99 eBook: 978-0-203-86335-0 * For full contents and more information, visit: www.routledge.com/9781138466371

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SECONDARY EDUCATION

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Psychology in the Classroom

Teaching Psychology Successfully

A Teacher's Guide to What Works

A practical handbook for secondary and post-16 teachers and lecturers

Marc Smith, Independent Education Consultant, UK and Jonathan Firth, Teacher, Chartered Psychologist Written by experienced teachers and psychology specialists, this clear-cut guide offers an introduction to key principles of psychology and shows how they can be directly applied in the classroom on a day-to-day basis in order to improve teaching and learning. Each chapter covers adifferent area of psychology - from getting pupils to recall more information, work independently, and become more creative to establishing whole school resilience. With an focus on the most reliable and relevant research and evidence, it reveals how an understanding of psychology can have an immediate and real effect in classroom learning and teaching pedagogy. Routledge Market: Education February 2018: 210x148: 280pp Hb: 978-1-138-05967-2: £105.00 Pb: 978-1-138-05969-6: £22.99 eBook: 978-1-315-16342-0 * For full contents and more information, visit: www.routledge.com/9781138059672

Judy Miller This book is an essential source of support, written to ensure all secondary and post-16 teachers and lecturers are confident that they can deliver the curriculum expertly. This friendly, straightforward guide can be dipped into for ideas and inspiration or read as a short course. It is packed with advice on all aspects of psychology teaching together with practical examples of ways to deliver lessons that motivate students and maximise their progress. Key topics covered include choosing an exam specification, planning a curriculum, differentiating your teaching, teacher-led learning, student-led learning, assessing progress and becoming head of department. Routledge Market: Education/ Psychology November 2018: 246x174: 176pp Hb: 978-1-138-93328-6: £95.00 Pb: 978-1-138-93329-3: £24.99 eBook: 978-1-315-67865-8 * For full contents and more information, visit: www.routledge.com/9781138933286

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2nd Edition • TEXTBOOK • READER

Rigor in the Math and Science Classroom Strategies and Tools

Teaching without Disruption in the Secondary School

Barbara R. Blackburn, Blackburn Consulting Group, USA and Abbigail Armstrong

A Practical Approach to Managing Pupil Behaviour

Learn how to incorporate rigorous activities in your math and science classroom and help students reach higher levels of learning. Bestselling author Barbara Blackburn and Abbigail Armstrong offer a practical framework for understanding rigor and provide specialized examples for math and science teachers of all grade levels. They also show how to evaluate and check student learning more effectively to ensure growth. The book comes with classroom-ready tools, offered in the book and on our website as free eResources. Routledge Market: Education August 2018: 254 x 178: 170pp Hb: 978-1-138-30270-9: £75.00 Pb: 978-1-138-30271-6: £19.99 eBook: 978-1-315-17605-5 * For full contents and more information, visit: www.routledge.com/9781138302709

Roland Chaplain Behaviour management training of trainee and qualified teachers has been a national priority for some time. This second edition addresses the point that this training and practice should be evidence-based. The importance of adopting a research-based approach is a specific requirement of the guidelines on teacher training and central to this book. The training materials in this book give examples of how to put the research into practice which in turn makes the text more useful for self-development, trainers in schools and university education departments. Moreover, these materials are supported with case studies showing how they have been used successfully in schools throughout the UK. Routledge Market: Secondary Education October 2017: 234x156: 276pp Hb: 978-1-138-69068-4: £95.00 Pb: 978-1-138-69069-1: £26.99 eBook: 978-1-315-53678-1 Prev. Ed Pb: 978-0-415-24834-1 * For full contents and more information, visit: www.routledge.com/9781138690691

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Teaching Business, Economics and Enterprise 14-19

The Character Conundrum

Helena Knapton, Helena Knapton is PGCE Business Education Course Leader, Edge Hill University, UK., Darren Fairhurst, Daren Fairhurst is Head of Department at Pensby High School. and Jamila Gurjee, Jamila Gurjee is Associate Tutor and Researcher, PGCE Business Education, Edge Hill University, UK.

How to Develop Confidence, Independence and Resilience in the Classroom

This focussed book offers busy training and newly qualified teachers in secondary schools and FE colleges core knowledge and guidance for successful teaching business, economics and enterprise education. It explains the nature of the subject within the curriculum, covers key topics including accountancy, apprenticeships and financial literacy, explores the value of different qualifications and business and industry links, and provides strategies for successful differentiation, assessment and pupil progression. It will be essential reading for all those responsible for delivering excellent teaching and who seek to inspire a passion for the subject that will lead to successful learning. Routledge Market: Education/Secondary Education October 2018: 246x174: 224pp Hb: 978-1-138-04550-7: £90.00 Pb: 978-1-138-04551-4: £26.99 eBook: 978-1-315-17194-4 * For full contents and more information, visit: www.routledge.com/9781138045507

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Matt Lloyd-Rose, Education Researcher and Writer, UK The Character Conundrum is a practical guide for developing confidence, independence and resilience in primary and secondary classrooms. Tackling the hotly-contested question of what role schools can play in developing ‘character', the book untangles the big debates in this area and outlines how teachers can support their pupils to develop the skills and mindsets that will help them to thrive academically.

Routledge Market: Education October 2017: 246x174: 144pp Hb: 978-1-138-73075-5: £105.00 Pb: 978-1-138-73076-2: £16.99 eBook: 978-1-315-18926-0 * For full contents and more information, visit: www.routledge.com/9781138730762

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The Emotional Learner Understanding Emotions, Learners and Achievement Marc Smith, Independent Education Consultant, UK The Emotional Learner examines the current thinking and research evidence surrounding the usefulness of both positive and negative emotions and how they help and hinder the learner depending on circumstances. Key themes explored include what we mean by ‘emotions’ and why they are important to learning; mastery versus performance; anxiety, boredom, interest and curiosity; the teenage learner; fear of failure, how it evolves and how to combat it. The Emotional Learner combines practical advice with research evidence to offer essential guidance on how to teach ‘with emotions in mind’ for all those involved in both teaching and educational studies. Routledge Market: Education / Psychology December 2017: 210x148: 244pp Hb: 978-1-138-05957-3: £105.00 Pb: 978-1-138-05959-7: £22.99 eBook: 978-1-315-16347-5 * For full contents and more information, visit: www.routledge.com/9781138059597

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The Magic of Mentoring Developing others and yourself Carol Thompson, Bedfordshire University, UK and Peter Wolstencroft, Bedfordshire University, UK The Magic of Mentoring offers an introduction to the theory and practice of successful mentoring together with a unique focus on how mentors can reflect on the skills they bring to the role and those they still need to develop. Ideal for all those studying coaching or mentoring on a formal programme or for anyone who mentors others in formal or informal settings, it is intended to be a short course or dipped into for specifc guidance. It outlines all aspects of mentoring, emphasising the importance of personal development to improve the experience of your mentees, build your confidence, enhance your transferable skills and advance your own professional practice and relationships. Routledge Market: Mentoring/ Education/ Business October 2018: 210x148 Hb: 978-1-138-30965-4: £105.00 * For full contents and more information, visit: www.routledge.com/9781138309654

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The Research Informed Teacher How to translate research into practice Carl Hendrick, Wellington College, UK This book covers the emerging evidence base in education research, presenting the various misconceptions and myths about classroom practice, to key discoveries on the science of learning in accessible language with practical tips on how to harness this knowledge in the classroom and at a whole school level. From key findings on what actually works in terms of revision, behaviour, motivation, literacy, group work, homework, independent learning, feedback and performance, The Research Informed Teacher aims to empower teachers and school leaders to be able to make decisions on how to improve outcomes based on solid research and evidence. Routledge Market: Education October 2018: 210x148: 256pp Hb: 978-1-138-23440-6: £90.00 Pb: 978-1-138-23441-3: £16.99 eBook: 978-1-315-30699-5 * For full contents and more information, visit: www.routledge.com/9781138234406

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A Pedagogy of Responsibility

Art, EcoJustice, and Education

The Teachings of Wendell Berry for EcoJustice Education

Intersecting Theories and Practices

Rebecca A. Martusewicz, Eastern Michigan University, USA and John Mullen

Edited by Raisa Foster, Jussi Mäkelä and Rebecca Martusewicz

Drawing on the wisdom and exploring the influence of author/conservationist Wendell Berry for the field of EcoJustice Education, this book highlights his importance as an educational philosopher and brings his ideas directly to bear on how a pedagogy of res onsibility grows out of and contributes to EcoJustice Education. The book emphasizes both the critical analytic processes that expose harmful ideologies, structures and patterns, and the qualities contributing to the sorts of responsibility and values (many of these ancient) needed to restore the planet and our communities to healthy balance.

In this book authors from around the world explore diverse intersections among art practices and the EcoJustice framework. Their common focus is the power of art to disrupt take-for-granted ways of thinking that currently dominate modern industrial cultures, including approaches to education, and to open ways to imagine communities built on relations of care, compassion and joy. Drawing from an interdisciplinary range of philosophical and social theoretical entry points and perspectives, the book is distinctive in looking at how artistic practices intersect with and inform an EcoJustice framework and asking what these intersecting theories and practices could mean for education.

Routledge Market: EcoJustice Education November 2018 Hb: 978-1-138-96155-5: £90.00 Pb: 978-1-138-96156-2: £31.99 eBook: 978-1-315-65972-5 * For full contents and more information, visit: www.routledge.com/9781138961555

Routledge Market: EcoJustice Education/Arts Education September 2018: 229 x 152: 256pp Hb: 978-1-138-73244-5: £95.00 Pb: 978-1-138-73245-2: £29.99 eBook: 978-1-315-18844-7 * For full contents and more information, visit: www.routledge.com/9781138732445

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An Asset-Based Approach to Latino Education in the United States

Black Men Teaching in Urban Schools

Understanding Gaps and Advances

Edward Brockenbrough, Assistant Professor, Warner School of Education Director, Urban Teaching & Leadership Program University of Rochester Series: Routledge Critical Studies in Gender and Sexuality in Education

Eugene E. Garcia and Mehmet Ozturk Series: Routledge Research in Educational Equality and Diversity Challenging perspectives that often characterize Latinos as ‘at-risk,’ this book takes an ‘asset’ approach, highlighting the favorable linguistic, cognitive, economic, and cultural assets Latino children bring to educational settings. At the core of this volume is the notion that this country's diversity is a resource, not a problem.

Routledge Market: Education December 2017: 229 x 152: 160pp Hb: 978-1-138-68350-1: £105.00 eBook: 978-1-315-54446-5 * For full contents and more information, visit: www.routledge.com/9781138683501

Reassessing Black Masculinity

Black men in the teaching profession are frequently called on to improve the self-esteem and academic performance of Black students, especially Black boys. This volume brings critical Black masculinity studies to bear on scholarly and popular discourses on Black male teachers in the United States, where well-intentioned but narrow beliefs create significant dilemmas for Black male teachers. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers and other stakeholders to rethink why and how we recruit and train Black male teachers for urban K-12 classrooms. Routledge Market: Education March 2018: 229 x 152: 240pp Hb: 978-1-138-90329-6: £105.00 eBook: 978-1-315-69699-7 * For full contents and more information, visit: www.routledge.com/9781138903296

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Analyzing Race, Law, and Higher Education in the Colorblind Era

Bourgeois Ideology and Education

Critical Investigations into Race-Related Supreme Court Disputes Hoang Tran This book brings together the many racial disputes that have been adjudicated by the Supreme Court in order to investigate the politics of colorblindness in the post-civil rights era. Through a reading of these various cases as a form of connected racial discourse, this book focuses on the ways in which racial disputes operate within a clearly connected narrative that invalidates racial justice for minorities. By investigating how the Supreme Court has understood racism and the concept of race across its history, this volume demonstrates how colleges and universities must navigate the legal landscape of diversity in attempts to integrate historically disadvantaged minorities. Routledge Market: Education December 2018: 229 x 152: 208pp Hb: 978-0-815-36123-7: £105.00 eBook: 978-1-351-11674-9 * For full contents and more information, visit: www.routledge.com/9780815361237

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Subversion Through Pedagogy Steven Snow Identifying the central assertions of bourgeois ideology and the reasons for their persuasive power, this book offers pedagogical tools to weaken them. Focusing on ways that teachers can overcome pervasive stereotypes about poverty and social status on the classroom, Snow identifies interdisciplinary techniques to create encounters and experiences that are more subtly subversive.

Routledge Market: Education February 2018: 229 x 152: 160pp Hb: 978-1-138-72111-1: £105.00 eBook: 978-1-315-19470-7 * For full contents and more information, visit: www.routledge.com/9781138721111

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Building Resilience of Floating Children and Left-Behind Children in China

Curriculum as Contestation

Power, Politics, Participation, and Education

This edited collection is dedicated to exploring what a socially just curriculum reform agenda might involve. The authors share a commitment to socially just curricula and a concern about the ways in which curricula are deeply implicated in the processes of producing and reproducing inequality. Each chapter opens up a different vista on the contested curriculum space drawing on a range of theoretical tools – Archer, Bernstein, Giroux, and Maton to name a few – to illuminate the contestation. Perhaps even more importantly they also draw on a range of voices from both inside and outside the academy. This book was originally published as a special issue of Teaching in Higher Education.

Guanglun Michael Mu, Queensland University of Technology, Australia Series: Routledge Research in Educational Equality and Diversity The past two decades have seen exponential growth of urbanisation and migration in China. Emerging from this growth is a population of nearly 100 million floating children and left-behind children. These children are at risk of undesirable educational and social, as well as health, psychological, outcomes due to inequalities in access. Therefore, there is a great urgency to help floating children and left-behind children beat the odds in unfavourable situations. This book uses the migration context of China to help scholars, parents, school professionals, community workers, and policy makers better address the social and educational resilience of floating and left-behind children.

Edited by Suellen Shay, University of Cape Town, South Africa and Tai L. Peseta

Routledge Market: Education December 2017: 246x174: 135pp Hb: 978-0-815-39967-4: £105.00 * For full contents and more information, visit: www.routledge.com/9780815399674

Routledge Market: Education, Sociology of Education, January 2018: 234x156 Hb: 978-1-138-55244-9: £115.00 eBook: 978-1-315-14818-2 * For full contents and more information, visit: www.routledge.com/9781138552449

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Building Trust and Resilience among Black Male High School Students

Film as a Radical Pedagogic Tool

Boys to Men Stuart Rhoden Series: Routledge Research in Education Centered on a case study of a mid-Atlantic charter school, this book identifies the key factors that help Black male students navigate high school in spite of traditional and historical barriers. Rather than examining their experiences through a deficit model, this book adds to the growing body of data on the importance of positive role models—including parents, peers, teachers, and administrators—in faciliatationg socio-emotional and academic success at the secondary and postsecondary level. Routledge Market: Education April 2018: 172pp Hb: 978-1-138-06661-8: £105.00 eBook: 978-1-315-15908-9 * For full contents and more information, visit: www.routledge.com/9781138066618

Deirdre O'Neill Series: Routledge Studies in Education, Neoliberalism, and Marxism Emerging from Inside Film, a project that helps prisoners and people on probation make their own films, this book discusses the need for working class people to represent themselves and challenge mainstream stereotypes and assumptions about them. The author demonstrates that film and television are key means by which socioeconomically marginalized groups are classified according to hegemonic norms, as well as the ways such groups can undermine these misrepresentations through their use of the media. Routledge Market: Education November 2017: 229 x 152: 170pp Hb: 978-1-138-63182-3: £95.00 eBook: 978-1-315-20859-6 * For full contents and more information, visit: www.routledge.com/9781138631823

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Considering Racialised Contexts in Education

Gender Diversity and LGBTQ Advocacy and Inclusion in Schools

Using reflective practice and peer-mentoring to support Black and Ethnic Minority educators Jason Arday, Leeds Beckett University, UK Considering Racialised Contexts in Education examines racial inequality in greater depth in order to challenge the racialised marginalisation that Black and Ethnic Minority (BME) individuals still continue to encounter within institutionalised contexts and education. Drawing on findings from research that explored the lived experiences of BME teachers within the UK, Arday explores how reflective practice and peer-mentoring can be used to help towards developing supportive professional learning, which can be both transformative and empowering for BME individuals in predominately white majority contexts. Routledge Market: Education June 2018: 216x138 Hb: 978-1-138-21773-7: £45.00 eBook: 978-1-315-43944-0 * For full contents and more information, visit: www.routledge.com/9781138217737

Sharon Verner Chappell, California State University, Fullerton, USA, Karyl Ketchum and Lisa Richardson In this exploration of effective practices to support gender diversity and LGBTQ advocacy and inclusion in elementary, middle and high school contexts the focus ison curriculum, pedagogy, and school environment, as well as applications of anti-discrimination law and st policy and 21 century learning skills of creativity, collaboration and critical thinking. Anchored by narratives and artwork from the field, the chapters are framed by theory and research-based elaboration on the issues discussed. The stories of real practices in use offer encouragement for building inclusive environments and enhancing social-emotional relationships among youth, families and schools. Routledge Market: Education/LGBTQ Advocacy and Inclusion October 2018: 229 x 152: 256pp Hb: 978-1-138-04450-0: £100.00 Pb: 978-1-138-04451-7: £29.99 eBook: 978-1-315-17229-3 * For full contents and more information, visit: www.routledge.com/9781138044500

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Girls, Single-Sex Schools, and Postfeminist Fantasies

International Handbook of Holistic Education

Stephanie D. McCall Series: Routledge Critical Studies in Gender and Sexuality in Education

Edited by John P. Miller, Marni Binder, Sam Crowell, Kelli Nigh and Bruce Novak

This timely volume calls into question the belief that all-girls schools are alike and draws necessary attention to the diversity of such schools. McCall provides an in-depth examination of two girls’ schools, one public and one private, and reveals the ways in which these schools are distinct. Emerging from two years of fieldwork, detailed observations of classrooms, and interviews with students and teachers, this book brings to life the ambiguities and fissures of success in single-sex schools for girls. Drawing on feminist theory, girlhood studies and curriculum theory, Success, Single-Sex Schooling, and Postfeminist Fantasies offers an in-depth critical analysis of single-gender schooling for girls in postfeminist landscapes of "unlimited choices." Routledge Market: Education October 2018: 229 x 152: 176pp Hb: 978-1-138-29041-9: £105.00 eBook: 978-1-315-26625-1 * For full contents and more information, visit: www.routledge.com/9781138290419

The first comprehensive overview of holistic education’s history, conceptions, practices, and research, this Handbook provides an up-to-date picture of the field as it currently exists around the globe. Specifically, it examines the field’s theoretical and historical foundations; offers examples of holistic education in practice with regard to schools, programs, and pedagogies; presents research methods used in holistic education; outlines new and emerging research in the field; and examines potential areas for future program development and research. This volume is a must-have resource for researchers and practitioners and an essential foundational text for courses in the field. Routledge Market: Education/Holistic Education October 2018: 254 x 178: 432pp Hb: 978-1-138-08264-9: £185.00 Pb: 978-1-138-08265-6: £75.99 eBook: 978-1-315-11239-8 * For full contents and more information, visit: www.routledge.com/9781138082649

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Hidden Sexualities of South African Teachers

Learning beyond the School

Black Male Educators and Same-sex Desire

International Perspectives on the Schooled Society.

Thabo Msibi, University of KwaZulu-Natal, Durban Series: Routledge Critical Studies in Gender and Sexuality in Education South Africa remains a global leader in the legislative protection of individuals who engage in same-sex relations, yet many same-sex desiring teachers are forced to locate their sexualities privately for fear of being ostracized, bullied or losing their jobs. This volume reveals the various ways in which black South African male teachers construct their sexual and professional identities, how they accommodate structural dictates while simultaneously resisting them, and the effect this has on students. It challenges the Western origins and assumptions of queer theory and asks for more socially responsive theorizing within South African and international contexts. Routledge Market: Education January 2018: 229 x 152: 200pp Hb: 978-1-138-85796-4: £105.00 eBook: 978-1-315-71829-3 * For full contents and more information, visit: www.routledge.com/9781138857964

Edited by Julian Sefton-Green, LSE, University of London, UK and Ola Erstad Series: Routledge Research in Education Inside the Schooled Society brings together accounts of learning from around the world in organisations, spaces and places that are schooled, but not school. Exploring examples of learning organisation, pedagogization, informal learning and social education as they are instantiated in diverse settings, the book shows how understandings of education are framed in terms of local versions of schooling and what being educated could and should mean in different social and political contexts. With contributions from scholars based in Europe, the USA, Latin America and Asia, the book presents accounts of learning outside of school, which differ theoretically in how they conceptualise learning. Routledge Market: Education July 2018: 234x156 Hb: 978-1-138-08771-2: £105.00 eBook: 978-1-315-11031-8 * For full contents and more information, visit: www.routledge.com/9781138087712

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Home schooling and home education

Learning to Live in Boys’ Schools

Race, class and inequality

Art-led Understandings of Masculinities

Kalwant Bhopal and Martin Myers, The Open University, UK Series: Routledge Research in International and Comparative Education

Donal O’Donoghue Series: Routledge Critical Studies in Gender and Sexuality in Education

Home schooling and Home Education provides an original account of home education and examines ways in which the discourses of home education are understood and contextualised in different countries such as the UK and USA. By exploring home education in the global and local context of traditional schooling, Bhopal and Myers aim to bridge a much-needed gap in educational and social scientific research. The book will examine the experiences of home educators from different backgrounds, and as a result, will seek to offer suggestions for viable policy shifts in this area, as well as broadening understandings of risk and marginality.

This study of how boys and young men make sense of themselves, others, and the experience of being educated in private and single-sex schooling explores the concepts of school space and place and the production of self. Based on empirical research into how boys and young men articulate their coming into consciousness of themselves and others as gendered and sexed beings the work extends beyond traditional ways of studying and writing about the production of masculinities in schools by introducing a set of different and emergent concepts such as repetition, visibility, appearance, intimacy, proximity, distinction, connection, companionship, and beauty.

Routledge Market: Education/Sociology March 2018: 234x156: 224pp Hb: 978-1-138-65134-0: £105.00 eBook: 978-1-315-62484-6 * For full contents and more information, visit: www.routledge.com/9781138651340

Routledge Market: Education May 2018: 229 x 152: 248pp Hb: 978-1-138-93733-8: £95.00 eBook: 978-1-315-67633-3 * For full contents and more information, visit: www.routledge.com/9781138937338

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Oral History Education, Public Schooling, and Social Justice

Possibilities and Practices for Social Justice in Career Guidance

Troubling Cultures of Reconciliation

Edited by Tristram Hooley, Ronald Sultana and Rie Thomsen Series: Routledge Studies in Education, Neoliberalism, and Marxism

Edited by Nicholas Ng-a-Fook, University of Ottawa, Canada and Kristina Llewellyn The interdisciplinary group of scholars in this book address issues of social justice in a global context by drawing on oral history as a form of consciousness—not just a method or approach to overcoming historical marginalizations. They show the special role oral history plays in cultivating historical consciousness of what is excluded, pushed aside, or made invisible, and thus is an important mode of public education in current contexts of national redress and reconciliation initiatives in North America and abroad. A significant contribution of this work is to explicate how oral history is critical to an understanding of the complexities of culture, as well as to historical consciousness. Routledge Market: Social Justice Education/Oral History August 2018: 229 x 152: 265pp Hb: 978-1-138-89615-4: £95.00 eBook: 978-1-315-17927-8 * For full contents and more information, visit: www.routledge.com/9781138896154

This edited collection explores ways in which social justice can be implemented into career guidance practice. Chapter authors address models and practices through which career guidance can make a contribution to social justice and connect policy implications to the theoretical foundations of career guidance in education. Moving the discipline away from its reliance on psychology, this book arrives at a critical, sociologically informed and politically committed approach to career guidance and its relationship with social justice, and offers concrete models and practices for guidance practitioners and researchers. Routledge Market: Education December 2018: 229 x 152: 304pp Hb: 978-1-138-08743-9: £105.00 eBook: 978-1-315-11048-6 * For full contents and more information, visit: www.routledge.com/9781138087439

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Patriotic Schools and Anti-Colonialism in Hong Kong

Pre-teenage Transgender Children Negotiating Family and School

Chui Shan Lau, Hong Kong Baptist University, Tai-Lok Lui, Chinese University of Hong Kong, Hong Kong and Stephen Wing-Kai Chiu Series: Routledge Series on Schools and Schooling in Asia

Life Between Gender Binaries

This study explores the relationship between national identity and pedagogic practice, examining the intersection between ideology and curriculum as it manifests itself in the pro-PRC schools of Hong Kong. Routledge Market: Education May 2018: 229 x 152: 144pp Hb: 978-0-415-80673-2: £105.00 eBook: 978-1-315-56001-4 * For full contents and more information, visit: www.routledge.com/9780415806732

Jamie Faulkner Series: Routledge Critical Studies in Gender and Sexuality in Education Highlighting the little-studied demographic of pre-teenage transgender children, this book offers critical insights into the ways they negotiate their identities with their families and in schools. Developing their identities at an early age, transgender children feel pressure to conform to stereotypical binary gender norms and often experience harassment in school. Faulkner provides critical insights into how cisgender normativity has pathologized trans identities, and offers ways to facilitate understanding and support for them among educators, schools, and families. Routledge Market: Education May 2018: 229 x 152: 213pp Hb: 978-1-138-74700-5: £105.00 eBook: 978-1-315-18036-6 * For full contents and more information, visit: www.routledge.com/9781138747005

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Personal Narratives of Black Educational Leaders

Queer and Trans Perspectives on Teaching LGBT-themed Texts in Schools

Pathways to Academic Success Robert T. Palmer, Howard University, USA, Mykia Olive, Joycelyn Hughes, Chase Frazer and Barbara Boakye Series: Routledge Research in Education Challenging misconceptions related to Black academic achievement, this volume provides original perspectives on the policies, initiatives, and factors that facilitate the success of students of color as they progress along the educational pipeline. Grounded in an anti-deficit framework, this book offers personal narratives of Black educational leaders and professionals who discuss aspects of their educational experiences and pathways to success. With takeaways for research and practice, the individual narratives that comprise this book add to the conversation and advance important lessons gained from personal stories about acheiving success for Blacks and other minority students. Routledge Market: Education April 2018: 229 x 152: 230pp Hb: 978-1-138-29678-7: £105.00 eBook: 978-1-315-09974-3 * For full contents and more information, visit: www.routledge.com/9781138296787

Edited by Mollie V. Blackburn, Caroline T. Clark and Wayne J. Martino, University of Western Ontario, London, Canada This book focuses on queering texts with LGBT themes in collaboration with students and their teachers. It strives to generate knowledge and deeper understandings of the pedagogical implications for working with LGBT-themed texts in classrooms. It was first published as a special issue of Discourse: Studies in the Cultural Politics of Education.

Routledge Market: Education December 2017: 246x174: 170pp Hb: 978-1-138-56503-6: £115.00 * For full contents and more information, visit: www.routledge.com/9781138565036

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Rainbow Families and Schooling

The Complex Web of Inequality in Schools

Anna Carlile, Goldsmiths, University of London and Carrie Paechter, Goldsmiths, University of London, UK Series: Routledge Critical Studies in Gender and Sexuality in Education

Investigating Educational Policies for Marginalized Youth

Exploring the experiences of LGBTQ parents and their children and their relationship with schools, this study illuminates how these families work with schools and how schools do, or do not, support children of LGBTQ parents. Based on empirical research and making space for the voices of parents and children, the work extends beyond traditional studies on gay and lesbian parents to include bisexual, transgender, and queer parents, as well as ethnicity and socioeconomic issues and the influence of pressure groups, school inspection frameworks, government, the media, celebrity LBGTQ parenting, and parenting communities. Routledge Market: Education October 2018: 229 x 152: 192pp Hb: 978-1-138-94072-7: £105.00 eBook: 978-1-315-67414-8 * For full contents and more information, visit: www.routledge.com/9781138940727

Edited by Gilberto Conchas, Briana Hinga and Kris Gutierrez Series: Routledge Research in Education Examining the role that policy reform plays in shaping school systems, this edited collection critically interrogates educational policies that marginalize the most marginalized populations in schools. The original case studies highlight how inequities persist or have worsened for the most vulnerable populations when structures, practices, and/or beliefs are not adequately addressed through policy reform. Routledge Market: Education May 2018: 250: 284pp Hb: 978-1-138-04853-9: £105.00 eBook: 978-1-315-17015-2 * For full contents and more information, visit: www.routledge.com/9781138048539

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Supporting Diverse Sexualities in Primary Schools A Focus on Teachers and Students Lisa Van Leent Series: Routledge Critical Studies in Gender and Sexuality in Education The book examines the ways teachers experience and respond to students who identify with diverse sexualities. Offering research-based guidelines and pedagogical practices for supporting LGBTQI students, this book presents a social justice agenda for educational equity for students and teachers who do not identify as heterosexual or who have a LGBTQI family member. By focusing on the teachers’ conceptions of diverse sexualities, this book reveals a deep understanding of what is happening on the ground in schools and provides insight into the reality of primary school teachers’ experiences and their pedagogical influences when responding to LGBTQI students’ needs. Routledge Market: Education October 2018 Hb: 978-1-138-04819-5: £105.00 eBook: 978-1-315-17029-9 * For full contents and more information, visit: www.routledge.com/9781138048195

5th Edition • TEXTBOOK • READER

Teaching to Change the World Jeannie Oakes, University of California, Los Angeles, USA, Martin Lipton, University of California, Los Angeles, USA, Lauren Anderson, Connecticut College, USA and Jamy Stillman, Univerity of Colorado, Boulder, USA Teaching to Change the World is an up-to-the-moment, engaging, social-justice oriented introduction to education and teaching, and the challenges and opportunities they present. Both foundational and practical, the chapters are organized around conventional topics but in a way that consistntenly integrates a cohere story that explains why schools are as they are. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers role in addressing them. Routledge Market: Education January 2018: 254 x 178: 504pp Hb: 978-1-138-56926-3: £140.00 Pb: 978-1-138-56936-2: £66.99 eBook: 978-1-351-26344-3 * For full contents and more information, visit: www.routledge.com/9781138569263

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10 Mindframes for Visible Learning

Education for Purposeful Teaching Around the World

Teaching for Success John Hattie, University of Melbourne and Klaus Zierer, University of Augsburg, Germany The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. Mindframes for Visible Learning defines the 10 behaviours or mindframes that teachers need to adopt to maximise student success. These powerful mindframes that should underpin every action in school are founded on the belief that teachers are evaluators, change agents, learning experts and seekers of feedback constantly engaged with dialogue and challenge. This practical guide includes questionnaires, checklists and exercises to help schools implement Hattie’s mindframes and maximise success. Routledge Market: Education December 2017: 234x156: 180pp Hb: 978-1-138-63551-7: £105.00 Pb: 978-1-138-63552-4: £22.99 eBook: 978-1-315-20638-7 * For full contents and more information, visit: www.routledge.com/9781138635524

Edited by Kirsi Tirri, University of Helsinki, Finland., Jennifer Mariano, University of South Florida Sarasota-Manatee, USA and Seana Moran, Clark University, USA In this book, researchers around the world examine what a shift toward an education for purpose looks like across several cultures. Purpose can be seen as a key promoter in both professional growth and resilience for teachers. This volume was originally published as a special issue of the Journal of Education for Teaching.

Routledge Market: Education March 2018: 246x174: 110pp Hb: 978-0-815-39206-4: £115.00 * For full contents and more information, visit: www.routledge.com/9780815392064

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Building Mentoring Capacity in Teacher Education

English Language Teacher Preparation in Asia

A Guide to Clinically-Based Practice

Policy, Research and Practice

John E. Henning, University of Northern Iowa, USA, Dianne Gűt and Pamela Beam

Edited by Mochamad Subhan Zein, The University of Queensland, Australia and Richmond Stroupe, Soka University, Tokyo, Japan Series: Routledge Critical Studies in Asian Education

This book provides teacher preparation programs with a resource manual for designing and implementing a mentoring program to support clinically based teacher education. It serves as a reader-friendly guide that breaks down teacher candidate phases, including the earliest clinical experiences through student teaching and first year placements, to identify the most effective mentoring strategies. Routledge Market: Education October 2018: 229 x 152: 192pp Hb: 978-0-815-36602-7: £125.00 Pb: 978-0-815-36603-4: £35.99 eBook: 978-1-351-26012-1 * For full contents and more information, visit: www.routledge.com/9780815366027

This book offers an opportunity to delve more deeply into the policy, research and practical aspects of teacher preparation for English language teachers in Asia. Written by local and international scholars specialising in TESOL teacher education, it includes content on curriculum design, programme development, teacher preparation policy, professional learning communities, assessment literacy and teaching practicum. This book will provide those who teach or will teach English in Asia with resources that are highly contextual and culturally fitting. It is also an invaluable resource for teacher educators and academics on practices in teacher preparation of English teachers in Asia. Routledge Market: Education, ELT July 2018: 234x156: 256pp Hb: 978-1-138-09536-6: £105.00 eBook: 978-1-315-10568-0 * For full contents and more information, visit: www.routledge.com/9781138095366

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Clinical Experiences in Teacher Preparation

Global Citizenship Education in Teacher Education

Classroom Interventions in Project-Based Teacher Training

Theoretical and Practical Issues

Edited by Kristien Zenkov and Kristine Pytash

Edited by Daniel Schugurensky and Charl Wolhuter Series: Critical Global Citizenship Education

Responding to multiple scholarly, policy, and practical calls for a greater focus on clinical teacher preparation, this volume operates on the assumption that few experiences in future teachers’ training are more important than their field experiences. This text introduces the model of critical, project-based (CPB) clinical experiences, which provides teacher candidates with exemplary on-the-ground training, honors veteran teachers as school-based teacher educators, and offers university-based teacher educators new roles that ensure their practices and scholarship are explicitly relevant to all of schools’ constituents. Routledge Market: Education August 2018: 229 x 152: 123pp Hb: 978-0-815-36124-4: £105.00 eBook: 978-1-351-11670-1 * For full contents and more information, visit: www.routledge.com/9780815361244

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Global Citizenship Education in Teacher Education explores the role of teacher education in formulating a practice of citizenship that has a global scope and is guided by critical and emancipatory approaches. By examining historical and conceptual issues surrounding the incorporation of global citizenship education (GCE) into teacher education, and by presenting examples from across the world, this volume enhances the power of GCE to transform education on an international scale. Routledge Market: Education July 2018: 229 x 152: 240pp Hb: 978-0-815-35548-9: £105.00 eBook: 978-1-351-12984-8 * For full contents and more information, visit: www.routledge.com/9780815355489

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Learning to Teach in England and the United States

Teacher Education in England

The Evolution of Policy and Practice

A Critical Interrogation of School-led Training

Maria Teresa Tatto, Katharine Burn, Institute of Education, UK, Ian Menter, University of Oxford, Trevor Mutton and Ian Thompson Series: Routledge Research in Teacher Education Learning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States. Presenting empirical evidence from these two distinct political and historical contexts, the chapters of this thought-provoking volume illustrate the tensions involved in preparing teachers who are working in ever-changing environments.

Tony Brown, Manchester Metropolitan University, UK Series: Routledge Research in Teacher Education Models of teacher education in England have undergone major upheaval in recent years. Teacher Education in England draws on the experiences of some of the people directly involved in these changes and explores the implications that they have had on their professional lives.

Routledge Market: Education December 2017: 234x156: 294pp Hb: 978-1-138-93374-3: £115.00 eBook: 978-1-315-67838-2 * For full contents and more information, visit: www.routledge.com/9781138933743

Routledge Market: Education November 2017: 234x156: 148pp Hb: 978-1-138-30766-7: £115.00 eBook: 978-1-315-14244-9 * For full contents and more information, visit: www.routledge.com/9781138307667

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Poverty Discourses in Teacher Education

Teacher Education Policy and Practice in Europe

Edited by Olwen McNamara, University of Manchester, UK and Jane McNicholl, University of Oxford, UK This book reveals complex patterns of inequality across and within individual countries, together with an incomplete understanding of the intersectional mechanisms - political, ideological, social and cultural - which link poverty and educational disadvantage. It was first published as a special issue of Journal of Education for Teaching

Routledge Market: Education March 2018: 246x174: 154pp Hb: 978-0-815-38524-0: £115.00 * For full contents and more information, visit: www.routledge.com/9780815385240

Challenges and Opportunities for the Future Edited by Ana Raquel Simões, University of Aveiro, Portugal, Mónica Lourenço, University of Aveiro, Portugal and Nilza Costa, University of Aveiro, Portugal Series: Routledge Research in Teacher Education Drawing on a wide range of contributions from Austria, Finland, Germany, Latvia, Poland, Portugal and the UK, this book provides a critical overview of the current challenges surrounding teacher education policy and practice in Europe. Discussing the results of a summer school on teacher education, the book suggests ways in which teachers could be prepared to meet and overcome the struggles they will encounter in their classrooms. Drawing on their own experiences, contributors also consider other relevant topics, including the profile of the European teacher, European citizenship and identity, social inclusion, linguistic and cultural diversity, and comparative education. Routledge Market: Education June 2018: 234x156: 208pp Hb: 978-1-138-30643-1: £105.00 eBook: 978-1-315-14176-3 * For full contents and more information, visit: www.routledge.com/9781138306431

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Teacher Development Over Time

Teachers, Gender and the Feminisation Debate

Practical Activities for Language Teachers

Marie-Pierre Moreau, University of Roehampton, UK

Tessa Woodward, Kathleen Graves and Donald Freeman Series: Research and Resources in Language Teaching

At a time when teaching is often constructed as a feminised profession, Teachers, Gender and the Feminisation Debate critically engages with this claim and offers a comprehensive and authoritative analysis of the way gender and power play out in the lives of male and female teachers. Drawing on a range of primary and secondary sources, Moreau explores the various discourses and debates about the feminisation of teaching, which circulate in media and policy circles in a range of local, national and international contexts, and questions the veracity of some of the claims underpinning these discourses.

By merging a strong line of research with practical tools for understanding professional development, this book is designed to a) help novice ELT teachers to see the ways in which their learning may open up careers and communities over a professional life span; and b) support experienced ELT teachers in understanding where they are in their careers and how to respond creatively to challenges in a particular career phase. Part 1 discusses the views of major researchers on teaching as it is experienced over time by teachers, with which readers can engage via activities in Part 2. Part 3 shows ways teachers can use those activities. Part 4 helps teachers to engage in further explorations. Routledge Market: English Language Teaching / Reflective Practice March 2018: 229 x 152: 170pp Hb: 978-1-138-20704-2: £110.00 Pb: 978-1-138-20705-9: £29.99 eBook: 978-1-315-46333-9 * For full contents and more information, visit: www.routledge.com/9781138207042

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Routledge Market: Education June 2018: 234x156: 208pp Hb: 978-1-138-70737-5: £105.00 eBook: 978-1-315-20143-6 * For full contents and more information, visit: www.routledge.com/9781138707375

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Teaching Toward Freedom

Video Pedagogy in Action

Supporting Voices and Silence in the English Classroom

Critical Reflective Inquiry Using the Gradual Release of Responsibility Model

Geraldine DeLuca Series: Routledge Research in Teacher Education Teaching English Toward Equanimity in the College Classroom promotes teaching and learning that celebrate diversity and community through the integration of traditionally "non-academic" voices and mindfulness-based, contemplative practices. Through a combination of narrative, argument, and literary analysis, this book skilfully connects conversations about linguistic diversity and contemplative approaches in order to foster a compassionate space for learning in the college-level English classroom. Routledge Market: Education February 2018: 216 x 140: 144pp Hb: 978-1-138-57207-2: £45.00 eBook: 978-0-203-70236-9 * For full contents and more information, visit: www.routledge.com/9781138572072

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Teaching, Learning, and Leading with Schools and Communities Field-Based Teacher Education

Mary B. McVee, University at Buffalo/SUNY, USA, Lynn E. Shanahan, University at Buffalo/SUNY, USA, H. Emily Hayden, Iowa State University, Ames, USA, Fenice B. Boyd, University of South Carolina, USA. and P. David Pearson, University of California Berkeley, USA Combining video analysis with the well-known Gradual Release of Responsibility (GRR) process, this book offers teacher educators a fresh perspective and a new tool for supporting teachers’ learning and reflection. The clearly articulated and useful framework shifts the focus away from children and toward teachers’ thinking about their own teaching practice. Interwoven with practical examples of the framework in use, this book identifies ways that teachers and teacher educators can foster more productive kinds of reflection about video-recorded classroom interactions and support preservice and inservice teachers. Routledge Market: Education/ Teacher Training December 2017: 229 x 152: 200pp Hb: 978-1-138-03979-7: £95.00 Pb: 978-1-138-03980-3: £36.99 eBook: 978-1-315-17563-8 * For full contents and more information, visit: www.routledge.com/9781138039803

Edited by Amy Heineke and Ann Marie Ryan Series: Routledge Research in Teacher Education Reenvisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago. Grounded in sociocultural theory, the book documents how the teacher educators, school and community partners, and teacher candidates in the program confront challenges and facilitate their students‘ learning, development, and achivement. Routledge Market: Education December 2018: 229 x 152: 304pp Hb: 978-1-138-29682-4: £105.00 eBook: 978-1-315-09971-2 * For full contents and more information, visit: www.routledge.com/9781138296824

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The Professional Development of Early Years Educators Edited by Jane Waters, University of Wales Trinity Saint David, UK, Jane Payler, Open University, UK and Ken Jones, University of Wales Trinity Saint David, UK This book provides critical, international perspectives on the professional learning and development of early years educators, drawing on research into the policies and practice of early years settings. It was originally published as a special issue of the journal Professional Development in Education

Routledge Market: Professional Development / Early Years Education January 2018: 246x174: 288pp Hb: 978-1-138-55942-4: £115.00 * For full contents and more information, visit: www.routledge.com/9781138559424

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How to be a Brilliant Teaching Assistant Sue Bentham, University of Chichester, UK A brand new guide for all Teaching Assistants who aspire to be BRILLIANT! This engaging book provides TAs with essential knowledge on what constitutes best practice and shows how the latest research can make a real difference to pupil learning. It covers all aspects of the TAs role, from safeguarding, setting up displays, managing behaviour and delivering high quality lessons alongside teachers to negotiating relationships and undertaking your own research. Illustrated with case studies and top tips from very experienced TAs, it is a source of support, guidance and inspiration for every TA engaged in the ongoing process of becoming an outstanding professional. Routledge Market: Higher Education July 2018: 216x138: 176pp Hb: 978-1-138-05977-1: £90.00 Pb: 978-1-138-05978-8: £16.99 eBook: 978-1-315-16338-3 * For full contents and more information, visit: www.routledge.com/9781138059771

TEXTBOOK • READER

Supporting Children and Young People in Schools A Guide for Foundation Degree Students Edited by Allison Tatton, Newman University, UK, Clare Bright, Newman University, UK and Lorraine Thomas, Newman University, UK This book explores the diverse ways in which practitioners can support students’ learning, enabling them to develop and flourish in the school setting. Bringing together various theoretical approaches, and drawing on case studies from practice, this comprehensive guide foregrounds the concrete ways in which practitioners might respond to the specific needs of children. Each chapter maintains a strong link with current policy and curricula, and takes a detailed and nuanced approach to a different aspect of pupil support, whilst reflective questions, activites and suggestions for further reading encourage the reader to reflect, re-consider and delve deeper into key topics. Routledge Market: Education May 2018: 246x174: 170pp Hb: 978-1-138-24460-3: £105.00 Pb: 978-1-138-24461-0: £19.99 eBook: 978-1-315-27685-4 * For full contents and more information, visit: www.routledge.com/9781138244603

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20 Formative Assessment Strategies that Work

Close Reading the Media

A Guide Across Content and Grade Levels

Literacy Lessons and Activities for Every Month of the School Year

Kate Wolfe Maxlow, Hampton City Schools, USA and Karen L. Sanzo, Old Dominion University, USA This book provides teachers and school leaders with practical, effective and proven assessment strategies that are immediately implementable in classrooms. You’ll learn about 20 high-impact formative assessment strategies, with details on how they can be applied to a variety of content areas and grade levels, including mathematics, science, language arts, social studies, and various electives.

Routledge Market: Education October 2017: 229 x 152: 200pp Hb: 978-1-138-04675-7: £95.00 Pb: 978-1-138-04676-4: £26.99 eBook: 978-1-315-17134-0 * For full contents and more information, visit: www.routledge.com/9781138046764

Frank Baker Teach middle school students to become savvy consumers of the TV, print, and online media bombarding them every day. In this timely book copublished by Routledge and MiddleWeb, media literacy expert Frank W. Baker offers thematic lessons for every month of the school year, so you can engage students in learning by having them analyze the real world around them. Students will learn to think critically about photos, advertisements, and other media and consider the intended purposes and messages. Routledge Market: Education December 2017: 246x174: 154pp Hb: 978-1-138-21600-6: £95.00 Pb: 978-1-138-21602-0: £26.99 eBook: 978-1-315-44304-1 * For full contents and more information, visit: www.routledge.com/9781138216020

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7 Steps to Sharing Your School’s Story on Social Media

Differentiated Instruction Made Practical

Jason Kotch, Garnet Valley Elementary School, USA and Edward Cosentino, Howard County Schools, USA 7 Steps to Sharing Your School’s Story on Social Media empowers school leaders to use social media through a simple and accessible plan that increases engagement and enhances the school’s vision and mission. In a step-by-step guide for easy implementation, this book provides the nuts and bolts, as well as the strategic planning necessary to ensure intentionality and impact of your social media presence. The authors explain how to measure impact and improve your strategies to ensure important information about your school is conveyed accurately, clearly, and effectively. Routledge Market: Education October 2017: 229 x 152: 100pp Hb: 978-1-138-04895-9: £95.00 Pb: 978-1-138-04897-3: £26.99 eBook: 978-1-315-16987-3 * For full contents and more information, visit: www.routledge.com/9781138048973

Engaging the Extremes through Classroom Routines Rhonda Bondie, Harvard University, USA and Akane Zusho Differentiated Instruction Made Practical introduces teachers to All Learners Learning Every Day (ALL-ED), an easy-to-use framework that enables tailored instruction for every learner. These unique self-regulated learning routines were developed by an experienced K-12 teacher and researcher in collaboration with an educational psychology scholar. Filled with useful classroom examples, evaluation procedures, self-reflection activities, and relevant background information, this essential guide will help classroom teachers think on their feet and promote success for all students, not just the middle of the pack. Routledge Market: Education February 2018: 254 x 178: 172pp Hb: 978-0-815-37080-2: £105.00 Pb: 978-0-815-37081-9: £25.99 eBook: 978-1-351-24847-1 * For full contents and more information, visit: www.routledge.com/9780815370802

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2nd Edition • NEW EDITION

Advocacy from A to Z

Family Math Night 6-8

Robert Blackburn, Barbara R. Blackburn and Ronald Williamson Series: A to Z Series In today’s educational climate, advocacy is a critical part of any teacher or leader’s job. Advocacy From A to Z unpacks the difficult task of understanding the movers and shakers that impact your school, affect your students, and shape policy. Organized into 26 chapters this book provides school-based examples and specific strategies needed to be a successful advocate for education. Routledge Market: Education November 2017: 254 x 178: 164pp Hb: 978-1-138-12550-6: £95.00 Pb: 978-1-138-12551-3: £26.99 eBook: 978-1-315-64747-0 * For full contents and more information, visit: www.routledge.com/9781138125513

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Common Core State Standards in Action Jennifer Taylor-Cox, Taylor-Cox Instruction, LLC and Christine Oberdorf Family math nights are a great way for teachers to get parents involved in their children’s education and to promote math learning outside of the classroom. In this practical book, you’ll find step-by-step guidelines and activities to help you bring family math nights to life. The enhanced second edition is aligned with the Common Core State Standards for Mathematical Content and Practice with new activities to help students explain their answers and write about math. Routledge Market: Education May 2018: 279 x 216: 152pp Hb: 978-1-138-20098-2: £95.00 Pb: 978-1-138-20099-9: £26.99 eBook: 978-1-315-51341-6 * For full contents and more information, visit: www.routledge.com/9781138200982

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Five Teaching and Learning Myths-Debunked

Growing Mathematical Minds

A Guide for Teachers

Conversations between Developmental Psychologists and Early Childhood Teachers

Adam M. Brown and Althea Bauernschmidt Drawing from research in developmental and educational psychology, cognitive science, and the learning sciences, Five Teaching and Learning Myths - Debunked addresses some of the most commonly misunderstood educational and cognitive concerns in teaching and learning. Multitasking, problem-solving, attention, testing, and learning styles are all integral to student achievement but, in practice, are often muddled by pervasive myths. In a straightforward, easily digestible format, this book unpacks the evidence for or against each myth, explains the issues concisely and with credible evidence, and provides busy K-12 teachers with actionable strategies for their classrooms and lesson plans. Routledge Market: Education March 2018: 229 x 152: 100pp Hb: 978-1-138-55665-2: £105.00 Pb: 978-1-138-55667-6: £21.99 eBook: 978-1-315-15023-9 * For full contents and more information, visit: www.routledge.com/9781138556652

Jennifer S. McCray, Erikson Institute, USA, Jie-Qi Chen, Erikson Institute, USA and Janet Eisenband Sorkin, University of Chicago, USA Early Mathematics Teaching and Learning translates the findings of developmental psychology research on early mathematics into terms that are meaningful to teachers and readily applicable in early childhood classrooms. In so doing, this highly useful book bridges the gap between research and practice, making it possible for teachers to adopt evidence-based practices and improve teaching by applying cutting-edge research findings. Early Mathematics Teaching and Learning provides experiences designed to help children from three to eight years develop foundational math knowledge and skills, positive attitudes toward math, and basic abilities to think mathematically. Routledge Market: Education March 2018: 229 x 152: 256pp Hb: 978-1-138-18236-3: £90.00 Pb: 978-1-138-18237-0: £19.99 eBook: 978-1-315-64649-7 * For full contents and more information, visit: www.routledge.com/9781138182363

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Four Most Baffling Challenges for Teachers and How to Solve Them, The

Helping Students with Tough Decisions

Classroom Discipline, Unmotivated Students, Underinvolved or Adversarial Parents, and Tough Working Conditions

David Sherrin, Harvest Collegiate High School, USA

Sheryn Spencer-Waterman Award-winning teacher and best-selling author Sheryn Spencer Waterman shows teachers how to solve four of their most fundamental classroom challenges. The solutions provided in this book apply to elementary, middle, and high schools and are based on brain-based research, ethical development, the standards movement, and other practical factors. The four most baffling challenges for teachers are classroom discipline, unmotivated students, underinvolved or adversarial parents, and tough working conditions. Routledge November 2017: 254 x 178: 144pp Hb: 978-1-138-16562-5: £90.00 Pb: 978-1-596-67019-8: £21.99 eBook: 978-1-315-85369-7 * For full contents and more information, visit: www.routledge.com/9781138165625

Role-Plays for Advisory, Health, and Across the Curriculum Find out how to use role-plays in your advisory programs, health classes, and across the curriculum to teach students real life skills. In Helping Students with Tough Decisions, author David Sherrin explains how to create and implement role plays on tough topics such as drugs, bullying, and communicating with parents and friends. As students act out various scenarios, they learn how to communicate effectively, build relationships, and make constructive decisions. The book includes ten ready-to-use role plays, as well as instructions for creating your own and having students create them too. Help your students face life’s challenges with the powerful strategies in this book. Routledge Market: Education August 2018: 200pp Hb: 978-1-138-19142-6: £75.00 Pb: 978-1-138-19143-3: £19.99 eBook: 978-1-315-64051-8 * For full contents and more information, visit: www.routledge.com/9781138191426

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Get Money for Your Classroom

Lead Learners

Easy Grant Writing Ideas That Work

Creating a Culture of Empathy, Innovation, and Empowerment

Barbara Gottschalk

Joe Mazza and Derek McCoy, West Rowan Middle School, USA

Do you have a great teaching idea but no way to pay for it? No problem! A successful grant proposal can be the answer. Get Money for Your Classroom guides you through each step of the grant-writing process, answering common questions and providing examples from real, successful grant proposals. The first half of the book breaks down the "nuts and bolts" of a grant application; the second half introduces the author’s MONEY TALKS acronym to illustrate ten important tips for writing a successful grant application.

This book reveals how teacher-leaders and building leaders can create a positive school culture that encourages learning, engagement, and growth. Authors Joe Mazza and Derek McCoy show that all educators are lead learners with the power to inspire change and act as positive role-models. You’ll find out best practices for making the most of your role as a lead learner, from building relationships, to communicating with parents, to encouraging student voice. You’ll also discover how to connect with other educators through technology and social media to help you learn and grow in your role. As you read, join the conversation and interact with the authors using #leadlearner.

Routledge Market: Education November 2017: 229 x 152: 94pp Hb: 978-1-138-10435-8: £75.00 Pb: 978-1-138-10436-5: £19.99 eBook: 978-1-315-10227-6 * For full contents and more information, visit: www.routledge.com/9781138104365

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Routledge Market: Education May 2018: 160pp Hb: 978-1-138-68058-6: £75.00 Pb: 978-1-138-68059-3: £19.99 eBook: 978-1-315-56397-8 * For full contents and more information, visit: www.routledge.com/9781138680586

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Professional Development

Sharing Your Education Expertise with the World

What Works

Make Research Resonate and Widen Your Impact

Sally J. Zepeda, University of Georgia, USA

Jenny Grant Rankin, Illuminate Education, USA

This comprehensive and authoritative book serves as the road map to your school’s professional development journey. Written for principals, professional development directors, and other district leaders, this book shows you how to plan and implement programs that promote teacher growth. Full of helpful case studies, useful resources, templates, and sample agendas, this book guides you in creating an effective professional development program that moves ideas to action.

This guide helps educators share their expert knowledge, work, and research beyond their own field and colleagues. Chapters cover key topics such as personal branding, crafting your pitch, leveraging social media, networking, joining panels, service, landing writing and speaking opportunities, winning awards, achieving recognition, and more! Rich in takeaway strategies and guidelines, this book also includes downloadable eResources that provide links and leads to help secure radio, podcasts, conferences, and other publication opportunities.

Routledge Market: Education October 2018: 254 x 178: 320pp Hb: 978-1-138-23014-9: £90.00 Pb: 978-1-138-23015-6: £21.99 Prev. Ed Hb: 978-1-138-12985-6 * For full contents and more information, visit: www.routledge.com/9781138230149

Routledge Market: Education November 2018: 229 x 152: 176pp Hb: 978-0-815-35935-7: £110.00 Pb: 978-0-815-35936-4: £26.99 eBook: 978-1-351-12098-2 * For full contents and more information, visit: www.routledge.com/9780815359357

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Rigor in the RTI and MTSS Classroom

The Classroom Management Book

Practical Tools and Strategies

Todd Whitaker, Indiana State University, USA, Katherine Whitaker, High School in Missouri, USA and Madeline Whitaker

Barbara R. Blackburn, Blackburn Consulting Group, USA and Bradley Steven Witzel, Winthrop University, USA In this new book, bestselling author Barbara R. Blackburn and intervention expert Bradley S. Witzel show you how to develop rigorous RTI and MTSS programs that will support students and lead them to lasting success. Written in a clear, engaging style, Rigor in the RTI and MTSS Classroom combines an in-depth discussion of the issues facing at-risk and learning-disabled students with practical strategies for allteachers.

Routledge Market: Education March 2018: 254 x 178: 160pp Hb: 978-1-138-19337-6: £95.00 Pb: 978-1-138-19338-3: £26.99 eBook: 978-1-315-63940-6 * For full contents and more information, visit: www.routledge.com/9781138193376

In this essential book from bestselling authors Todd, Katherine, and Madeline Whitaker, you’ll gain practical strategies for managing your classroom so your lessons go smoothly no matter what kinds of activities the students are engaged in. Katherine and Madeline share their experiences as teachers in very different schools, and Todd shares his experiences working with teachers across the country. Together they offer advice on classroom organization, setting expectations, organizing lessons, and more. Whether you are a new or experienced teacher, this book will help you improve student behavior from the outset so that you can spend your valuable class time on what matters most—the learning! Routledge July 2018: 254 x 178: 180pp Pb: 978-1-138-55231-9: £26.99 eBook: 978-1-315-14809-0 * For full contents and more information, visit: www.routledge.com/9781138552319

3rd Edition • NEW EDITION

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Rigor Is NOT a Four-Letter Word

The Classroom Teacher's Guide to Supporting English Language Learners

Barbara Blackburn Learn how to increase rigor so that all students can reach higher levels of learning! With this new edition of a teacher-tested best seller, you get practical ideas for increasing text complexity, providing scaffolding during reading instruction, creating open-ended projects, and much more. The enhanced third edition provides important connections to new rigorous standards such as the Next Generation Science Standards and C3 Social Studies Framework, plus new sections on problem-based learning, passion-based projects, Genius Hour, implementation of high standards, and working with special-needs students. Routledge Market: Education March 2018: 254 x 178: 174pp Hb: 978-1-138-56954-6: £95.00 Pb: 978-1-138-56956-0: £26.99 eBook: 978-0-203-70424-0 * For full contents and more information, visit: www.routledge.com/9781138569546

Pamela Mesta, Carroll County Public Schools, Maryland, USA and Olga Reber, Carroll County Public Schools, Maryland, USA Mainstream teachers are faced with the reality of having English language learners in their classrooms, but they aren’t trained to teach them. This practical, much-needed book has the solution! It helps teachers of all grade levels and subject areas reach their English language learners more effectively. Teachers will learn how to tackle cultural and linguistic difficulties, create lessons and set goals, collaborate with ELL specialists, teach content-area vocabulary, identify language difficulty vs. learning disabilities, and bridge the home-school connection. Routledge Market: Education August 2018: 254 x 178: 176pp Hb: 978-0-415-73476-9: £75.00 Pb: 978-0-415-73345-8: £19.99 eBook: 978-1-315-81974-7 * For full contents and more information, visit: www.routledge.com/9780415734769

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The Superintendent’s Rulebook A Guide to District Level Leadership Patrick Darfler-Sweeney A concise and easily digestible text, The Superintendent’s Rulebook explores the human resource, political, and leadership dimensions of the superitendency. This important resource is designed for new or aspiring superintendents, helping readers apply the many leadership lessons taught in training programs and education leadership courses to their everyday practice. Full of real-world examples and strategies and designed to encourage reflection, this book captures the-day to-day spirit and complexities of district level leadership. Routledge Market: Education September 2018: 229 x 152: 160pp Hb: 978-1-138-29473-8: £75.00 Pb: 978-1-138-29474-5: £19.99 eBook: 978-1-315-10092-0 * For full contents and more information, visit: www.routledge.com/9781138294738

2nd Edition • NEW EDITION

The Trust Factor Strategies for School Leaders Julie Peterson Combs, Sam Houston State University, USA, Stacey Edmonson, Sam Houston State University, USA and Sandra Harris, Lamar University, USA This hands-on guide is a valuable resource for both current and aspiring school leaders. Written in short, easy-to-read chapters, The Trust Factor, 2nd Edition presents real-world examples and relevant research to help you develop the essential skills you need for building trust with staff, teachers, students, and parents. The guidance in this book is explained with simple, easy-to-implement steps you can apply immediately to your own practice, and are accompanied by reflection questions and self-assessment tools to help practicing or aspiring educational leaders succeed. Routledge Market: Education April 2018: 229 x 152: 200pp Hb: 978-1-138-04841-6: £95.00 Pb: 978-1-138-04842-3: £25.99 eBook: 978-1-315-17017-6 Prev. Ed Hb: 978-1-138-12787-6 * For full contents and more information, visit: www.routledge.com/9781138048416

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Universal Design for Learning in the Early Childhood Classroom Teaching Children of all Languages, Cultures, and Abilities, Birth – 8 Years Pamela Brillante, William Paterson University, USA and Karen Nemeth, Language Castle, USA Universal Design for Learning in the Early Childhood Classroom focuses on proactively designing PreK through Grade 3 classroom environments, instruction, and assessments that are flexible enough to ensure that teachers can accommodate the needs of all the students in their classrooms. Typically developing students, gifted students, students who are impacted by poverty, children who speak multiple languages or have a home language that is different than the classroom language, and students with identified or potential developmental or learning disabilities are all covered within this highly practical, easy-to-use guide to UDL in the early years. Routledge Market: Education November 2017: 229 x 152: 144pp Hb: 978-1-138-65512-6: £120.00 Pb: 978-1-138-65513-3: £26.99 eBook: 978-1-315-62273-6 * For full contents and more information, visit: www.routledge.com/9781138655133

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INDEX BY TITLE (Trans)national Imaginary, Identity, and Folk Culture in the Global Age ................................................................ 93 10 Mindframes for Visible Learning ......................... 132 20 Formative Assessment Strategies that Work ...................................................................................... 136 21st Century Pre-school Bilingual Education ........... 4 7 Steps to Sharing Your School’s Story on Social Media .................................................................................... 136

A Academic Writing ................................................................ 4 Academic Writing and Dyslexia .................................. 82 Action Research in Teaching and Learning ............ 72 Actionable Research for Educational Equity and Social Justice ..................................................................................... 93 Addressing Special Educational Needs and Disability in the Curriculum: Geography ...................................... 82 Addressing Special Needs and Disability in the Curriculum 11 Book Set ................................................... 82 Adolescent Literacies ........................................................ 27 Adult Education and the Formation of Citizens ...................................................................................... 2 Advanced Work-based Practice in the Early Years ........................................................................................... 9 Advances in Research on Reading Recovery ........... 27 Advancing the Development of Urban School Superintendents through Adaptive Leadership .......................................................................... 117 Advocacy from A to Z .................................................... 136 Affect in Literacy Learning and Teaching ................ 27 Alternative Educational Programmes, Schools and Social Justice ..................................................................... 117 Alternative Narratives in Early Childhood ............... 44 American School, The ...................................................... 81 Analysing Talk in Educational Research .................. 72 Analyzing Race, Law, and Higher Education in the Colorblind Era ................................................................... 127 Anger Management ......................................................... 16 Animals in Early Childhood Education ....................... 9 Anxiety in Children and Young People ..................... 60 Applying Cross-Curricular Approaches Creatively ............................................................................ 108 Applying Student Development Theories Holistically ............................................................................. 16 Art and Design for Secondary School Children with SEN ........................................................................................... 82 Art as a Way of Talking for Emergent Bilingual Youth ....................................................................................... 27 Art, Artists and Pedagogy ............................................... 28 Art, EcoJustice, and Education .................................. 127 Articulating Asia in Japanese Higher Education .............................................................................. 72 Arts-Based Research in Education ............................ 115 Assessing Student Learning Outcomes in Higher Education .............................................................................. 53 Asset Pedagogies in Latino Youth Identity and Achievement ........................................................................ 60 Asset-Based Approach to Latino Education in the United States, An ............................................................. 127 Authentic English Language Arts Curriculum, An .............................................................................................. 27 Authentic Teaching and Learning for PreK–Fifth Grade ....................................................................................... 21 Autism Spectrum Disorder in the Inclusive Classroom ............................................................................. 82 Autoethnography in Early Childhood Education and Care ....................................................................................... 115

B Be Realistic ............................................................................... 9 Becoming a Brilliant Trainer ....................................... 117 Becoming a Growth Mindset School ...................... 117 Becoming an Outstanding Geography Teacher ................................................................................... 28 Becoming an Outstanding History Teacher ........... 28 Becoming-Pedagogue ....................................................... 9 Behaviour for Learning .................................................... 16 Behaviour in the Early Years .......................................... 44 Being a Resilient Teacher .............................................. 124 Being a Teacher ................................................................ 108 Best Practices in Planning Strategically for Online Educational Programs ..................................................... 99 Big Book of Blob Trees, The ............................................. 89 Big Book of Blobs, The ...................................................... 90 Big Ideas in Physics and How to Teach Them, The ............................................................................................ 22 Biosocial Education .......................................................... 60 Black Men in Law School ................................................ 72 Black Men Teaching in Urban Schools ................... 127 Black Women College Students ................................... 72 Blended Basic Language Courses .................................. 4 Boat Star, The ....................................................................... 90 Boosting School Belonging in Adolescents ............. 60 Bourdieu and Chinese Education ............................... 93 Bourgeois Ideology and Education ......................... 127 Boy Who Longed to Look at the Sun, The ................ 90 Brain Research in Education and the Social Sciences .................................................................................. 44 Breaking Through the Language Arts Block ........... 28 British Betrayal of Childhood, The ............................ 113 Building Effective Professional Development in Elementary School ............................................................. 25 Building Executive Function ....................................... 108 Building Mentoring Capacity in Teacher Education ........................................................................... 132 Building Resilience of Floating Children and Left-Behind Children in China .................................... 128 Building Trust and Resilience among Black Male High School Students ............................................................... 128

C Career Guidance for Social Justice ........................... 107 Case Studies on Diversity and Social Justice Education .............................................................................. 97 Case Study Approach to Educational Leadership, A .............................................................................................. 117 Case-Based E-Learning Design .................................... 99 Cases of Teachers' Data Use .......................................... 63 Celebrating Children’s Learning ..................................... 9 Changing European Academics ................................. 72 Changing Face of Higher Education, The ............... 78 Changing the Story ........................................................... 69 Changing World of Outdoor Learning, The ............ 40 Character Conundrum, The ........................................ 125 ChatBots, TeacherBots, and Pedagogical Agents ..................................................................................... 99 Child and Adolescent Wellbeing and Violence Prevention in Schools .................................................... 123 Child in Society, The .......................................................... 71 Children and Families in the Digital Age ................. 99 Children and Their Education in Secure Accommodation ................................................................ 60 Children Living in Sustainable Built Environments ......................................................................... 9 Children Writing Poems .................................................. 16 Children's Literature in the Reading Program, Fifth Edition ..................................................................................... 28

China’s Educational Language ................................... 93 China’s Global Rise ............................................................ 73 Chinese Students in UK Further Education ............. 73 Chinese-Foreign Cooperation in Running Schools ................................................................................... 73 Civil Society Organizations in Latin American Education .............................................................................. 93 Class Consciousness and Education in Sweden ................................................................................... 93 Classroom Change in Developing Countries .......... 94 Classroom Management Book, The ........................ 138 Classroom Observation ................................................ 124 Classroom Teacher's Guide to Supporting English Language Learners, The ............................................... 138 Classroom-based Interventions Across Subject Areas ..................................................................................... 124 Clinical Experiences in Teacher Preparation ......... 132 Close Reading the Media ............................................. 136 Closing the Vocabulary Gap ......................................... 28 Coaching Students in Secondary Schools ............ 124 Cognitive Load Measurement and Application ........................................................................... 60 Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts ...................... 10 College Classroom Assessment Compendium, The ............................................................................................ 22 College Curriculum at the Crossroads ...................... 53 Common Core Grammar Toolkit, The ...................... 41 Communicative Competence, Classroom Interaction, and Educational Equity ................................................... 29 Community Literacies as Shared Resources for Transformation ................................................................... 29 Community-Engaged Leadership for Social Justice ................................................................................... 117 Comparative Perspectives on Early School Leaving in the European Union ......................................................... 54 Complete Guide to Special Education, The ............. 90 Complex Web of Inequality in Schools, The .......... 131 Complexifying Curriculum Studies ............................. 29 Comprehensive Reading Intervention in Grades 3-8 ............................................................................................. 29 Conducting Educational Design Research ............. 66 Connecting Research and Practice for Educational Improvement ....................................................................... 66 Considering Racialised Contexts in Education ........................................................................... 128 Contemporary Theories of Career Development ....................................................................... 73 Contemporary Theories of Learning ............................ 2 Content Area Literacy Strategies That Work ........... 29 Converging Perspectives on Conceptual Change ................................................................................... 61 Conversations on Embodiment across Higher Education .............................................................................. 73 Cooperative Education in Asia ..................................... 73 Cooperative Learning for Intercultural Classrooms ........................................................................... 16 Cosmopolitanism in Diverse Students’ Lives ........... 94 Creating a Culturally Inclusive Campus ................... 74 Creating Inclusive Knowledges .................................. 115 Creating Scientists ........................................................... 108 Creative Learning in the Early Years ........................... 44 Creativity and Learning in Later Life ............................. 2 Critical Approaches to Teaching the High School Novel ........................................................................................ 29

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Critical Articulations of Hope from the Margins of Arts Education .............................................................................. 30 Critical Literacies in the Classroom ............................ 30 Critical Literacy with Adolescent English Language Learners .................................................................................. 30 Critical Literacy, Schooling, and Social Justice ..................................................................................... 30 Critical New Perspectives in Early Childhood Music ....................................................................................... 10 Critical Perspectives on Codeswitching in Classroom Settings ..................................................................................... 4 Critical Perspectives on Hazing in Colleges and Universities ............................................................................ 74 Critical Race Theory in Education (4-vol. set) .......... 66 Critical Religious Education ........................................ 124 Critical Theory and Qualitative Data Analysis in Education .............................................................................. 74 Cultivating a Data Culture in Higher Education .............................................................................. 53 Cultivating Moral Character and Virtue in Professional Practice ................................................................................ 103 Cultural Competence for Early Childhood Teachers ................................................................................. 44 Cultural Diversity and Inclusion in Early Years Education .............................................................................. 10 Cultural History of Reforming Math for All, A .......... 27 Cultural-Historical Activity Theory Approaches to Design-Based Research ................................................... 66 Culturally Inclusive Instructional Design ................. 99 Culture and the Political Economy of Schooling in England .................................................................................. 30 Curriculum and Environmental Education ............ 30 Curriculum as Contestation ........................................ 128 Curriculum History of Canadian Teacher Education, The ............................................................................................ 81 Curriculum Studies as an International Conversation ........................................................................ 31

D Daily Math Thinking Routines in Action .................. 17 Dance-Play and Drawing as Semiotic Tools for Young Children’s Learning ........................................................... 44 Datafication of Primary and Early Years Education, The ......................................................................................... 113 Day the Sky Fell In, The ..................................................... 90 Deciphering Chinese School Leadership ............... 118 Democracy, Education and Research .................... 115 Descriptosaurus ............................................................... 109 Design Research in Education ................................... 115 Designing and Developing Robust Instructional Apps ...................................................................................... 100 Designing Effective Digital Badges .......................... 100 Designing for Learning in a Networked World ....................................................................................... 31 Designing Meaningful Online Learning with Technology ........................................................................... 31 Determining Difference from Disability ................... 83 Developing Baseline Communication Skills ........... 45 Developing Creativity and Curiosity Outdoors in the Early Years ............................................................................. 10 Developing Ethical Principles for School Leadership .......................................................................... 118 Developing Evaluative Judgement in Higher Education .............................................................................. 53 Developing Intercultural Communicative Competence for Educational Exchange .............................................. 94 Developing Research in Mathematics Education .............................................................................. 31 Developing Transformative Spaces in Higher Education .............................................................................. 74

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INDEX BY TITLE

Developmental Dyslexia from Birth to Eight ........... 45 Difference Maker, The .................................................... 121 Different Way to be White, A ......................................... 53 Differentiated Instruction Made Practical ............ 136 Digital Childhood .............................................................. 10 Dimensions and Emerging Themes in Teaching Practicum .............................................................................. 53 Direct Instruction ............................................................... 83 Discovering Who I am ...................................................... 83 Doctorate as Experience in Europe and Beyond, The ............................................................................................ 78 Documentation and Inquiry in the Early Childhood Classroom ............................................................................. 45 Doing Theory on Education .......................................... 69 Draw on Your Emotions .................................................. 83 Draw On Your Emotions book and The Emotions Cards ....................................................................................... 83 Draw on Your Relationships (second edition) ................................................................................... 83

E Early Childhood Care and Education at the Margins .................................................................................. 45 Early Childhood Education and Care for Sustainability ....................................................................... 45 Early Childhood Education and Change in Diverse Cultural Contexts ............................................................... 45 Early Childhood Studies .................................................. 46 Eco-Education for Young Children ............................. 46 Ecological University, The ............................................... 78 Ecology of Inclusive Education, The ........................... 64 Economics of HIgher Education, The ........................ 68 Educating Children and Young People with Acquired Brain Injury ............................................................................ 84 Educating the Global Environmental Citizen ..................................................................................... 94 Education and New Technologies ............................. 17 Education and Racism .................................................... 97 Education and the Pursuit of Wisdom ................... 103 Education as Vocation in the Western Philosophical Tradition .............................................................................. 103 Education Assemblage, The ........................................ 106 Education between Speech and Writing .............. 103 Education by the Numbers and the Making of Society ..................................................................................... 54 Education Ecology of Universities, The ..................... 78 Education for Purposeful Teaching Around the World .................................................................................... 132 Education for Sustainable Development in the Postcolonial World ............................................................ 54 Education in a Federal UK .............................................. 54 Education Policy for the Promotion of Trilingual Education at Primary Level ............................................ 54 Education Research and the Media ........................... 66 Education Studies .............................................................. 69 Education, Conflict, and Globalisation .................... 97 Education, Self-consciousness and Social Action ................................................................................... 103 Educational Assessment in Latin America .............. 17 Educational Challenges at Minority Serving Institutions ............................................................................ 74 Educational Change and the Political Process .................................................................................... 54 Educational Choices, Aspirations and Transitions in Europe ..................................................................................... 94 Educational Policy Goes to School ............................. 55 Educational Policy, Narrative and Discourse .......... 31 Educational Reciprocity and Adaptivity .................. 94 Educator’s Guide to Making Effective Instructional Videos, The .......................................................................... 102

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Effective Differentiation for Teachers ........................ 84 Effective Educational Assessment ............................... 17 Effective In-Class Support ............................................... 17 Elaborating Multiliteracies with Multimodal Texts ......................................................................................... 31 Elements of Instruction, The .......................................... 61 Elites in Education ............................................................. 55 Emerging Adulthood and Higher Education ........... 2 Emigration, Employability and Higher Education in the Philippines ..................................................................... 55 Emotional Learner, The ................................................. 126 Emotional Literacy Handbook, The ........................... 64 Emotional Needs of Young Children, The ................ 51 Emotional Wellbeing ........................................................ 84 Enabling Access .................................................................. 84 Enabling Environments for Babies and Young Children .................................................................................. 10 Engaging Families, Educators, and Communities as Educational Advocates ................................................. 118 Engaging Young Children in Mathematical Routines ................................................................................. 46 Engaging Youth in Activist Research and Pedagogical Praxis ....................................................................................... 95 English as a Medium of Instruction in Postcolonial Contexts ................................................................................. 66 English Language Arts ..................................................... 55 English Language Teacher Preparation in Asia ........................................................................................ 132 English Medium Instruction Programmes ................. 4 English Tertiary Education in Vietnam ..................... 95 Enhancing the Freedom to Flourish in Higher Education .............................................................................. 74 Environmental and Sustainability Education Policy ....................................................................................... 55 Essays on Employer Engagement in Education ................................................................................. 2 Essential Skills for Managers of Child-Centred Settings ................................................................................... 46 Essential Tips for the Inclusive Secondary Classroom ............................................................................. 84 Essentials of Elementary Social Studies .................... 32 Establishing a Classroom Context for Effective Formative Assessment ..................................................... 17 Establishing Pathways to Inclusion ........................... 84 Ethics in Professional Education ............................... 104 Everyday Schooling in the Digital Age ...................... 18 Evidence-Based Learning and Teaching in Australian Classrooms ........................................................................... 46 Evidence-Based Teacher, The ..................................... 116 Evidence-Informed Practice in Early Years Education .............................................................................. 46 Evolution of English Language Learners in Japan, The .............................................................................................. 8 Evolution of the Learning Brain ................................... 61 Exploring Critical Digital Literacy Practices ............ 32 Exploring Education ......................................................... 69 Exploring Gifted Education ............................................ 85 Exploring the Complexities in Global Citizenship Education .............................................................................. 32 Expressive Arts and Design in the Early Years ........................................................................................ 47 External Higher Education Quality Assurance in China ....................................................................................... 75

F Family Math Night 6-8 .................................................. 136 Feminist Posthumanisms, New Materialisms and Education .............................................................................. 67 Film as a Radical Pedagogic Tool ............................ 128 Five Practices for Improving the Success of Latino Students ................................................................................. 25

e-Inspection

Five Teaching and Learning Myths--Debunked ........................................................... 137 Flip The System UK: A Teachers’ Manifesto ........... 109 Forgotten Class, The ......................................................... 90 Fostering Imagination in Higher Education ........... 67 Found in Translation ........................................................ 47 Foundations of Multiliteracies ...................................... 32 Four Most Baffling Challenges for Teachers and How to Solve Them, The .......................................................... 137 Freud, Lacan, Zizek and Education ............................ 69 Friendships in the Early Years ........................................ 11 From Data and Analytics to the Classroom ........... 61 Functional Grammatics ............................................... 109 Future Agenda for Internationalization in Higher Education, The .................................................................... 79 Future of Publicly Funded Faith Schools, The ......................................................................................... 106

G Gender Diversity and LGBTQ Advocacy and Inclusion in Schools ............................................................................ 128 GenX School Leaders ...................................................... 118 Get Money for Your Classroom .................................. 137 Girl Who Collected Her Own Echo, The .................... 91 Girls and Autism ................................................................. 85 Girls, Single-Sex Schools, and Postfeminist Fantasies ............................................................................. 129 Global Citizenship Education in Teacher Education ........................................................................... 132 Global Conversations in Literacy Research ............. 32 Global English, Remedial English ................................ 32 Global Perspectives on Developing Professional Learning Communities .................................................... 69 Global Perspectives on Education Research ........... 95 Global Perspectives on International Student Experiences in Higher Education ................................. 95 Global Perspectives on Language Education Policies ....................................................................................... 5 Global Perspectives on Teaching Excellence ........... 75 Good Education, A .......................................................... 108 Graduate Careers in Context ......................................... 75 Graduate Students’ Experiences Becoming Qualitative Researchers ........................................................................... 75 Grammar Survival ........................................................... 124 Grit, Resilience, and Motivation in Early Childhood ............................................................................. 47 Group Care for Infants, Toddlers, and Twos ........... 47 Growing Mathematical Minds .................................. 137 Growing Minds ................................................................... 61 Gymtherapy ......................................................................... 85

H Handbook of Arts Education and Special Education .............................................................................. 85 Handbook of College Reading and Study Strategy Research ................................................................................. 33 Handbook of Distance Education ............................ 100 Handbook of International Perspectives on Early Childhood Education ....................................................... 95 Handbook of Leadership and Administration for Special Education .............................................................. 85 Handbook of Multiple Source Use .............................. 61 Handbook of Quality Assurance for University Teaching ................................................................................ 75 Handbook of Research on Teaching the English Language Arts ..................................................................... 33

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Handbook of Response to Intervention and Multi-Tiered Instruction ................................................... 85 Health and Wellbeing in the Early Years .................. 47 Heidegger on Literature, Poetry, and Education after the “Turn” ............................................................................ 104 Helping Students with Tough Decisions ............... 137 Hidden Sexualities of South African Teachers .............................................................................. 129 High Leverage Practices for Inclusive Classrooms ........................................................................... 86 Higher Education by Design .......................................... 18 Higher Education Manager's Handbook, The ............................................................................................ 79 Higher Education Research Methodology .............. 67 Higher Education Service-Learning in Europe ..................................................................................... 75 History 5–11 ......................................................................... 33 History and Social Studies Education in a Context of Intolerance ............................................................................ 81 History of American Gifted Education, A ................. 82 Holistic Care and Development of Children from Birth to Three, The ......................................................................... 13 Home schooling and home education .................. 129 Homeschooling in the 21st Century .......................... 67 Hot and Bothered Air Balloon, The ............................. 91 How Colleges Change ...................................................... 76 How Monsters Wish to Feel and other picture books ....................................................................................... 86 How Non-Permanent Workers Learn and Develop ..................................................................................... 2 How Slavery is Represented in Children’s Picture Books ....................................................................................... 33 How to be a Better Scientist ........................................... 25 How to be a Brilliant Teaching Assistant ............... 135 How to Develop Confident Mathematicians in the Early Years ............................................................................. 47 How to do Curriculum-Based Measurement in MTSS/RtI .............................................................................. 123 How to Teach Poetry Writing: Workshops for Ages 5-9 .......................................................................................... 109 How to Teach Poetry Writing: Workshops for Ages 8-13 ........................................................................................ 109 How to Teach Story Writing Ages 4-7 ..................... 109

I Idea of a Social Studies Education, The .................... 41 Identity and Resistance in Further Education ........................................................................... 107 Ideological, Cultural, and Linguistic Roots of Educational Reforms to Address the Ecological Crisis ......................................................................................... 55 Ilan Gur-Ze'ev and Education .................................... 104 Imagining the Future of Global Education ............. 95 Immoral Education ........................................................... 62 Implementing Effective AAC Practices for Students with Complex Communication Needs ..................... 86 Improving Digital Literacy and Digital Wellbeing ............................................................................ 110 Improving Opportunities to Engage in Learning ................................................................................. 76 Improving Schools Using Systems Leadership .......................................................................... 118 In Search of Social Justice ............................................... 11 Inclusion in Education ..................................................... 86 Inclusive Education Workbook, The ........................... 91 Indigenous Philosophies of Education Around the World .................................................................................... 104 Inequalities in the Early Years ....................................... 48 Influencing High Student Achievement through School Culture and Climate ........................................ 118

Companion Website

INDEX BY TITLE Innovations as Symbols in Higher Education .............................................................................. 56 Inoperative Learning ...................................................... 104 Instructional Leadership in the Content Areas ..................................................................................... 119 Instructional Risk in Education ..................................... 62 Integrating SEL into Your Curriculum ..................... 110 Intentional Leadership for Effective Inclusion in Early Childhood Education and Care ................................... 87 International Handbook of Holistic Education ........................................................................... 129 International Handbook of the Learning Sciences .................................................................................. 62 International Perspectives on Autoethnographic Research and Practice ...................................................... 67 International Perspectives on Early Childhood Education and Care .......................................................... 11 International Perspectives on Maladministration in Education ........................................................................... 119 Internationalizing Early Childhood Curriculum ............................................................................ 48 Internationalizing Your Student Affairs Practice ................................................................................... 25 Introducing Trevarthen ................................................... 48 Introduction to Distance Education, An .................. 99 Introduction to Online Education ............................ 100 Introduction to Test Theory ........................................... 62 Investigating Emotional, Sensory and Social Learning in Early Years Practice ...................................................... 48 Islam, Technology, and Education ............................. 33 It's a Matter of Fact ............................................................ 67

J John Dewey's Democracy and Education in an Era of Globalization ..................................................................... 104 Jumpstart Literacy & ICT ............................................... 110 Jumpstart! Creativity ........................................................ 25 Jumpstart! Philosophy in the Classroom ................. 33

K Key Concepts in Curriculum Studies .......................... 34 K–12 Education as a Hermeneutic Adventurous Endeavor ............................................................................. 105

L Language, Literacy, and Learning in the STEM Disciplines ............................................................................. 34 Latina Bilingual Education Teachers ...................... 110 Lead Learners .................................................................... 137 Leading Holistically ........................................................ 119 Leading Schools and Districts .................................... 119 Learning Analytics Goes to School ........................... 100 Learning Analytics in Higher Education ................ 100 Learning and Connecting in School Playgrounds ......................................................................... 11 Learning and Teaching of Calculus, The ................. 41 Learning and Teaching of Mathematical Modelling, The ............................................................................................ 41 Learning as a Creative and Developmental Process in Higher Education .......................................................... 76 Learning as Second Nature ........................................... 62 Learning beyond the School ....................................... 129 Learning Design in Practice ........................................ 101 Learning Engineering for Online Education ......... 101 Learning from Emergent Bilingual Latinx Learners in K-12 ............................................................................................. 5 Learning from Urban Immigrant Youth About Academic Literacy ............................................................. 34

Learning Intervention ...................................................... 62 Learning Rebooted ............................................................ 34 Learning Sciences Research for Teaching ............. 115 Learning Through Woodwork ...................................... 11 Learning to Live in Boys’ Schools .............................. 129 Learning to Plan Modern Language Lessons .................................................................................... 34 Learning to Teach in England and the United States .................................................................................... 133 Learning to Teach in Innovative Spaces .................. 18 Learning to Teach in the Primary School .............. 110 Lectio Divina as Contemplative Pedagogy ............. 56 Legacy of Isocrates and a Platonic Alternative, The ......................................................................................... 106 Levinas and the Philosophy of Education ............ 105 Linguistic Justice ................................................................. 34 Linking Theory to Practice .............................................. 76 Literacies, Literature and Learning .......................... 105 Literacy and Learning in the Content Areas ........... 35 Literacy of Play and Innovation, The ......................... 13 Literature and Philosophical Play in Early Childhood Education .............................................................................. 48 Literature Education in the Asia-Pacific ................... 35 Looking in Classrooms ..................................................... 18

M Magic of Mentoring, The .............................................. 126 Makers, Crafters, Educators ........................................... 35 Making of Indigeneity, Curriculum History, and the Limits of Diversity, The ..................................................... 96 Making of Theory in the Writing Classroom, The ............................................................................................ 23 Making Progress in Primary Science ....................... 110 Managing and Supporting Instructional Design and Development ..................................................................... 101 Managing Classrooms and Student Behavior ................................................................................. 86 Marxism and Education ................................................. 56 Marxisms and Education ............................................. 105 Masculinity and Student Success in Higher Education .............................................................................. 76 Mathematical Modelling ................................................ 35 Mathematics in Early Years Education ..................... 48 Meaning Making in Early Childhood Research ................................................................................. 49 Measurements in Distance Education ................... 101 Media and Moral Education ...................................... 105 Mentoring Physical Education Teachers in the Secondary School .............................................................. 35 Messy Play in the Early Years ......................................... 11 Migration, Religion, and Schooling in Liberal Democratic States ............................................................. 56 Mobile Learning and Higher Education ................ 101 Mobile Learning in Schools ........................................... 35 Mobilising Teacher Researchers .................................. 18 Model of Domain Learning, The .................................. 64 Model Writing for Ages 7-12 ....................................... 111 Morphological Processing and Literacy Development ..................................................................... 111 Motivating Students in the Secondary School ..................................................................................... 18 Motivation, Learning, and Technology ................. 101 Multidisciplinary Approaches to Art Learning and Creativity ................................................................................ 36 Music and Singing in the Early Years ......................... 12

Navigating the Transition from High School to College for Students with Disabilities ......................................... 86 Neoliberalism, Gender and Education Work ........... 76 Networks for Learning ................................................... 119 New Approach to English Pedagogical Grammar, A ................................................................................................... 4 New Frontiers for College Education ....................... 107 Non-State Actors in Education in the Global South ....................................................................................... 56 Noncognitive Skill Assessment in School ................. 56 Norwegian Mission’s Literacy Work in Colonial and Independent Madagascar, The .................................... 96 Nurturing Emotional Resilience in Vulnerable Children and Young People and Picture Books ....................... 87

O Observation in the Early Years ...................................... 49 Observation, Assessment, Planning and Documentation in the Early Years .............................. 12 Oral History Education, Public Schooling, and Social Justice ................................................................................... 130 Outdoor Classroom in Practice, Ages 3–7, The ............................................................................................ 51 Outdoor Learning in the Early Years .......................... 49

P Partners for Special Needs ........................................... 120 Patriotic Schools and Anti-Colonialism in Hong Kong ...................................................................................... 130 Paying for Education ........................................................ 70 Pedagogies and Policies on Publishing Research in English .................................................................................... 36 Pedagogies for Children's Perspectives ..................... 49 Pedagogies for Leading Practice ................................. 12 Pedagogy in the Novels of J.M. Coetzee ................... 36 Pedagogy of Pathologization, The ............................. 59 Pedagogy of Responsibility, A .................................... 127 Personal Narratives of Black Educational Leaders ................................................................................. 130 Perspectives on Play .......................................................... 12 Perspectives on the Internationalisation of Higher Education .............................................................................. 77 Phenomenological Approach to Teaching and Learning, A ............................................................................ 16 Philosophy and Practice of Outstanding Early Years Provision, The ....................................................................... 51 Phonological Awareness, Second Edition ............... 36 Physical Activity and Learning After School ........... 36 Place of Humanities in Our Universities, The ........... 79 Place2Be Mental Health Manual for Schools, The ............................................................................................ 91 Places for Two-year-olds in the Early Years ............. 50 Plagiarism in Higher Education ................................... 77 Planning in the Moment with Young Children .................................................................................. 12 Plurilingualism in Teaching and Learning ................ 5 Policies and Politics in Malaysian Education .......... 57 Politics and Pedagogy of Digital Participation ........................................................................ 36 Politics of Education Policy in an Era of Inequality, The ......................................................................................... 122 Politics of English Second Language Writing Assessment in Global Contexts, The ............................. 8 Possibilities and Practices for Social Justice in Career Guidance ............................................................................. 130

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Possible Selves and Higher Education ....................... 77 Post-colonial Curriculum Practices in South Asia ............................................................................................. 5 Postcolonialism, Globalization, and Education .............................................................................. 96 Posthumanism and Literacy Education .................. 37 Postsecondary Educational Opportunities for Students with Special Education Needs ...................................... 87 Poverty and Inclusion in Early Years Education .............................................................................. 12 Poverty Discourses in Teacher Education ............. 133 Power of Numbers and Networks, The ..................... 71 Powerful Pedagogy ........................................................ 111 Practical Ideas for Teaching Primary Science ................................................................................. 111 Practitioner Enquiry .......................................................... 26 Pre-teenage Transgender Children Negotiating Family and School ......................................................................... 130 Primary Behaviour Cookbook, The ............................. 23 Primary Worlds ................................................................... 57 Principles and Practices of Working with Pupils with Special Educational Needs and Disability ............... 87 Professional Development .......................................... 138 Professional Development of Early Years Educators, The ......................................................................................... 134 Professional Parent Partnerships .............................. 120 Progressive Education, Freedom and Feminism ............................................................................... 81 Progressive Rhetoric and Curriculum ........................ 37 Promoting Academic Talk in Schools ....................... 19 Promoting Curiosity in Primary Science ................ 111 Promoting Spontaneous Use of Learning and Reasoning Strategies ........................................................ 19 Psychological Dynamics of Race and Culture in Education, The .................................................................... 64 Psychology and the Study of Education .................. 70 Psychology in the Classroom ..................................... 125 Public Policy and Higher Education ........................... 77

Q Quality and Equity in Education ............................... 120 Queer and Trans Perspectives on Teaching LGBT-themed Texts in Schools ................................... 130 Questioning the Language of Improvement and Reform in Education ......................................................... 57

R Racialisation in Early Years Education ...................... 13 Rainbow Families and Schooling ............................ 131 Re-envisioning the Public Research University ............................................................................... 77 Re-Framing Religious Education ................................. 19 Reading Between the Lines Set Two .......................... 87 Reading Challenging Texts ............................................ 37 Reading to learn in a second language ...................... 5 Readings for Diversity and Social Justice ................. 70 Ready to Learn .................................................................... 50 Really Useful Music Book, The .................................... 113 Rebuilding Our Schools from the Bottom Up ........................................................................................... 111 Reclaiming Powerful Literacies ....................................... 5 Reclaiming Radical Ideas in Schools ......................... 87 Reclaiming the Early Years ............................................. 13 Reconceptualising Educational Assessment .......... 63 Reconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers ................................................... 37 Reconceptualizing Libraries ........................................ 102

Natural Water Activities for the Early Years ............ 49 Nature and Young Children .......................................... 49

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INDEX BY TITLE Redefining English for the More Able ........................ 88 Redefining More Able Education ................................. 88 Reflective Practice in Education Made Real ............ 19 Reform and Literacy Education ................................. 112 Reimagining Graduate Supervision in Developing Contexts ................................................................................. 26 Reinventing Education .................................................... 70 Relationality of Race in Education Research, The ............................................................................................ 97 Relationships and Sex Education (RSE) Lesson Ideas for the 21st Century ........................................................... 19 Representing the Middle East and Africa in Social Studies Education .............................................................. 37 Research Impact and the Early Career Researcher ............................................................................. 77 Research in Mind, Brain, and Education .................. 63 Research in Young Children's Literacy and Language Development ....................................................................... 50 Research Informed Teacher, The ............................... 126 Research Methods in Education ............................... 116 Research on Reflective Practice in TESOL ................... 6 Research Through, With and as Storying ................ 68 Resisting Educational Inequality ................................. 57 Responsibility and Responsibilisation in Education ........................................................................... 105 Responsive Teaching ........................................................ 19 Rethinking Disability ......................................................... 88 Rethinking Early Literacies ............................................. 50 Rethinking Languages Education .............................. 37 Reversing the Cult of Speed in Higher Education .............................................................................. 78 Reviewer’s Guide for Mixed Methods Research Analysis, The ......................................................................................... 116 Reviewer’s Guide to Quantitative Methods in the Social Sciences, The ........................................................................ 79 Rigor in the Math and Science Classroom ............ 125 Rigor in the RTI and MTSS Classroom ..................... 138 Rigor Is NOT a Four-Letter Word ............................... 138 Role of Research in Teachers' Work, The ................ 116 Role of the Arts in Learning, The .................................. 41 Routledge International Handbook of Language Education Policy in Asia, The ........................................... 8 Routledge International Handbook of Multicultural Education Research in Asia Pacific ............................. 97 Routledge International Handbook of Playing and Learning with Technology in Early Childhood, The ............................................................................................ 13 Routledge International Handbook of Schools and Schooling in Asia ................................................................ 96

S Safeguarding and Protecting Children in the Early Years ........................................................................................ 50 Scandalous Neglect of Children’s Mental Health, The ............................................................................................ 91 School Choice at the Crossroads .............................. 120 School Design Matters .................................................. 120 School Evaluation with a Purpose ........................... 120 School Leadership in Singapore ................................ 121 School Start Year 1 ............................................................ 88 School Success for At-Risk Students ........................... 20 School-wide Positive Behaviour Interventions and Supports ................................................................................. 20 Schools and Food Education in the 21st Century ................................................................................... 57 Schools of Education as Sites of Resistance ............ 57 Science Education ............................................................. 38 Science Fiction, Science Fact! Ages 5-7 ..................... 20 Science Fiction, Science Fact! Ages 8-12 .................. 20 Science Learning and Inquiry with Technology ........................................................................... 63 Science of Dyscalculia, The ............................................ 91 Scientific Reasoning and Argumentation ............... 63 Secondary Behaviour Cookbook, The ....................... 23 Self-Regulated Learning Guide, The ........................... 64 Semiotic Theory of Learning ....................................... 106 Shaping Education Policy .............................................. 58 Sharing Your Education Expertise with the World .................................................................................... 138 Single Case Research Methodology ........................... 88 Slow Looking ....................................................................... 63 Social Media and Education ......................................... 38 Social Policy and the Achievement Gap in Education .............................................................................. 58 Social Studies Education and Everyday Empire ..................................................................................... 38 Social Studies in the New Education Policy Era ............................................................................................. 38 Social Survival: A Manual for those with Autism and Other Logical Thinkers ..................................................... 88 Social Theory, Health and Education ........................ 58

Complimentary Exam Copy

Sociocognitive Foundations of Educational Measurement ...................................................................... 20 Sociology and Education ............................................... 70 Sociology of Early Childhood, The .............................. 13 Space, Place and Autonomy in Language Learning ................................................................................... 6 Spatial Citizenship Education ...................................... 58 Speaking, Listening and Understanding ................. 89 Special Education .............................................................. 89 Special Education and Globalisation ........................ 89 Staff Guide to Addressing Disruptive and Dangerous Behavior on Campus, A ................................................... 25 Stepping Up! ......................................................................... 70 Strengthening the Connections between Leadership and Learning ..................................................................... 121 Struggle for Democracy in Education, The ............. 59 Struggle for the Soul of Teacher Education, The ............................................................................................ 59 Student Engagement in the Digital University ............................................................................ 102 Students Taking Charge Implementation Guide for Leaders ................................................................................. 121 Students Taking Charge in Grades 6-12 ................ 112 Students Taking Charge in Grades K-5 ................... 112 Superintendent’s Rulebook, The ................................ 139 Supporting Abused and Neglected Children in the Early Years ............................................................................. 50 Supporting and Encouraging Positive Behaviour in Schools and Pre-schools ................................................. 20 Supporting Boys’ Writing in the Early Years ............ 51 Supporting Children and Young People in Schools ................................................................................. 135 Supporting Diverse Sexualities in Primary Schools ................................................................................. 131 Supporting Teachers’ Formative Assessment Practice with Learning Progressions ........................................... 58 Supporting the Professional Development of English Language Teachers ............................................................. 6 Surreal Change ................................................................. 119 Survive and Thrive in Academia .................................. 78 Sustainability of Higher Education in an Era of Post-Massification, The ................................................... 79

T Taking a Learner-Centred Approach to Music Education .............................................................................. 51 Tale of Two Fishes, The .................................................... 92 Talking to Learn .................................................................. 21 Teach Now! Geography .................................................. 38 Teach Now! Physical Education .................................. 38 Teacher Agency, Professional Development and School Improvement ..................................................... 121 Teacher Development Over Time ............................. 133 Teacher Education for Diversity ................................... 96 Teacher Education in England .................................. 133 Teacher Education Policy and Practice in Europe .................................................................................. 133 Teacher Empowerment and Cultural Context ................................................................................. 121 Teacher Gap, The ............................................................. 113 Teacher Learning Through Teacher Teams ............ 21 Teachers and Teacher Unions in a Globalised World ....................................................................................... 58 Teachers Investigate Their Work .................................. 68 Teachers, Gender and the Feminisation Debate .................................................................................. 133 Teachers, Teaching, and Reform ................................. 21 Teachers’ Handbook for Coaching in Schools, The ......................................................................................... 114 Teachers’ Perceptions, Experience and Learning ................................................................................. 21 Teacher’s Guide to Science and Religion in the Classroom, A ...................................................................... 108 Teaching and Learning about Difference through Social Media ......................................................................... 97 Teaching and Learning Difficult Histories in International Contexts ..................................................... 81 Teaching and Learning for Intercultural Understanding ................................................................. 112 Teaching and Researching ELLs’ Disciplinary Literacies ................................................................................ 39 Teaching At-Risk Children .............................................. 89 Teaching Biology in Schools ......................................... 39 Teaching Business, Economics and Enterprise 14-19 ..................................................................................... 125 Teaching Children's Literature ...................................... 39 Teaching Computing in Secondary Schools ........... 21 Teaching Culturally Sustaining and Inclusive Young Adult Literature ................................................................... 39 Teaching English by the Book ....................................... 22 Teaching English to Second Language Learners in

e-Inspection

Academic Contexts .............................................................. 6 Teaching English, Language and Literacy ........... 112 Teaching Grammar through Literature ................... 39 Teaching History with Film ............................................ 40 Teaching Languages Creatively ................................ 112 Teaching Literature in the A Level Modern Languages Classroom ............................................................................. 40 Teaching of Science in Primary Schools, The ........ 114 Teaching Physical Education to Children with Special Educational Needs ............................................................ 89 Teaching Powerful Primary Geography ................... 40 Teaching Primary English ............................................ 113 Teaching Psychology Successfully ........................... 125 Teaching Readers of English ............................................ 6 Teaching Science in Elementary and Middle School ..................................................................................... 40 Teaching Science Thinking ......................................... 113 Teaching Spelling ................................................................. 6 Teaching to Change the World ................................. 131 Teaching Toward Freedom ......................................... 134 Teaching with a Global Perspective ........................... 22 Teaching With DBQs ........................................................ 40 Teaching without Disruption in the Secondary School ................................................................................... 125 Teaching Young Second Language Learners .................................................................................... 8 Teaching, Learning and Living .................................... 22 Teaching, Learning, and Leading with Schools and Communities ..................................................................... 134 Technology Applications in School Consultation, Supervision, and School Psychology Training ............................................................................... 102 Technology-Enhanced and Collaborative Learning ................................................................................. 68 Ten Steps to Complex Learning ................................. 102 Tension and Contention in Language Education for Latin@s in the United States ............................................ 8 Testing and Inclusive Schooling .................................. 22 Theoretical Foundations of Learning Environments ...................................................................... 64 Theoretical Models and Processes of Literacy ................................................................................... 42 Theory and Methods for Sociocultural Research in Science and Engineering Education .......................... 42 Theory and Philosophy in Education Research ................................................................................. 68 Theory and Practice of Virtue Education, The ......................................................................................... 106 Theory of Moral Education, A ..................................... 103 Theory of Teaching Thinking ........................................ 39 Thriving as a Professional Teacher ........................... 114 Time to Talk .......................................................................... 92 Toward What Justice? ...................................................... 98 Towards a Just Curriculum Theory ............................. 42 Towards the Private Funding of Higher Education .............................................................................. 79 Transactional Distance and Adaptive Learning .............................................................................. 102 Transforming Literacy Education for Long-Term English Learners .................................................................. 42 Transition: in, through and out of Higher Education .............................................................................. 80 Transnational Curriculum Standards and Classroom Practices ................................................................................. 23 Trauma Informed Practices for Early Childhood Educators ............................................................................... 52 Trust Factor, The ............................................................... 139 Turbulence Theory and Educational Leadership .......................................................................... 122

Years ........................................................................................ 52 Universal Design for Learning in the Early Childhood Classroom ........................................................................... 139 Universities and the Occult Rituals of the Corporate World ....................................................................................... 80 Unleashing Great Teaching ........................................ 122 Unlocking Speaking and Listening .......................... 114 Using Feedback to Improve Learning ....................... 23 Using ICT to Develop Language and Extend Thinking in the Early Years ................................................................ 52 Using Research Evidence in Education Practice ................................................................................... 59 Using Self-Assessment to Improve Student Learning ................................................................................. 59 Using Solution Focused Practice in Schools ........... 23 Using Student Learning Objectives for Assessment ........................................................................... 24 Using Virtual Worlds in Educational Settings ................................................................................... 42 Using Your Voice Effectively in the Classroom ............................................................................. 24

V Values in Early Childhood Education ........................ 14 Very Special Maths ............................................................ 92 Video Pedagogy in Action ........................................... 134 Video-based Research in Education .......................... 68 Visible Learning Guide to Student Achievement ........................................................................ 65 Vocational Education in the Nordic Countries .................................................................................. 3 Vocational Education in the Nordic Countries .................................................................................. 3 Voice of the Child, The ...................................................... 51 Vygotsky’s Theory in Early Childhood Education and Research ................................................................................. 14

W What We Know About Heuristics and Biases .......... 59 What's the Buzz? ................................................................. 65 Whiteness, Pedagogy, and Youth in America .................................................................................. 24 Whiteucation .................................................................... 122 Women, Islam and Education ..................................... 96 Word Sorts and More, Second Edition ...................... 52 Wordtamer ........................................................................... 42 Working in Partnership with Parents ........................ 14 World Language Teacher's Guide to Active Learning, The ............................................................................................ 41 World Yearbook of Education 2018 ........................... 80 World Yearbook of Education 2019 ........................... 80

Y Young Children and Communities ............................ 15 Young Children Playing and Learning in a Digital Age ........................................................................................... 43 Young Children’s Developing Understanding of the Biological World ................................................................. 15 Young Children’s Experimental Cookery .................. 52 Young Children’s Images, Digital Technologies and New Media ............................................................................ 15 Young People Reading .................................................. 116 Young People’s Journeys into Creative Work ............ 3 Your Essential Guide to Placements in the Primary School ................................................................................... 114

U Understanding and Preventing Faculty-on-Faculty Bullying ................................................................................... 80 Understanding and Supporting Young Writers from Birth to 8 ................................................................................. 14 Understanding and Using Spoken Language .............................................................................. 92 Understanding Community Colleges ....................... 80 Understanding Early Development from Conception to Four ..................................................................................... 14 Understanding Education Research ....................... 116 Understanding How We Learn .................................... 65 Understanding Inclusion ................................................ 71 Understanding Learning and Motivation in Youth ....................................................................................... 71 Understanding Special Educational Needs and Disability in the Early Years ............................................ 92 Understanding the Montessori Approach .............. 14 Understanding Transitions in the Early

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Companion Website

INDEX BY AUTHOR

A Abdulla, Adam .................................................................. 124 Adams, Maurianne ............................................................ 70 Adams, Megan .................................................................... 11 Ahlburg, Dennis .................................................................. 78 Ajmal, Yasmin ....................................................................... 23 Albers, Peggy ....................................................................... 32 Albright, James ................................................................... 95 Alexander, Robin ................................................................ 57 Alford, Jennifer .................................................................... 30 Allen, Kerry Ann .................................................................. 60 Amin, Tamer G. .................................................................... 61 Amos, Yukari ...................................................................... 110 Anderson, Hope .................................................................... 4 Andrew, Yarrow .................................................................. 13 Ang, Keng Cheng .............................................................. 35 Annamma, Subini Ancy ................................................. 59 Anstey, Michele .................................................................. 31 Anstey, Michèle .................................................................. 32 Anttila, Eeva ........................................................................... 30 Apple, Michael W. .............................................................. 59 Aramburuzabala, Pilar ..................................................... 75 Arber, Ruth ............................................................................. 37 Arday, Jason ....................................................................... 128 Arizpe, Evelyn .................................................................... 116 Armstrong, Jeffrey A. .................................................... 102 Arthur, Nancy ....................................................................... 73 Asher, Nina ............................................................................. 96 Ashford, Katie ....................................................................... 90 Ata, Abe ................................................................................... 94 Attanayake, Asantha ........................................................... 5 Aynsley-Green, Al ............................................................ 113

B Bailey, Alison L. .................................................................... 34 Bailey, Stephen ...................................................................... 4 Baker, Frank ......................................................................... 136 Baker-Bell, April ................................................................... 34 Bakker, Arthur .................................................................... 115 Barnard, Roger ........................................................................ 4 Barnes, Jonathan ............................................................. 108 Barnes, Melissa .................................................................... 46 Barnett, Ronald .................................................................... 78 Barton, Geoff ...................................................................... 124 Bass, Lisa ............................................................................... 118 Bayat, Mojdeh ...................................................................... 89 Bayley, Julie ........................................................................... 77 Bearne, Eve .......................................................................... 113 Becker, Peter ......................................................................... 40 Beckett, Lori ........................................................................... 58 Beckley, Pat ............................................................................ 51 Bengtsson, Stephanie ..................................................... 97 Bennett, Elaine ..................................................................... 13 Bennett, Pete ..................................................................... 107 Bentham, Sue .................................................................... 135 Berends, Mark .................................................................... 120 Bergen, Doris ........................................................................ 44 Berman, Jeanette ............................................................... 62 Berriz, Berta Rosa ................................................................ 27 Berthiaume, Rachel ........................................................ 111 Bevan, Bronwyn .................................................................. 66 Bhopal, Kalwant ............................................................... 129 Bikowski, Dawn ................................................................... 22 Billingsley, Berry ............................................................... 108 Bilton, Helen .......................................................................... 49 Bista, Krishna ......................................................................... 95 Blackburn, Barbara ......................................................... 138 Blackburn, Barbara R. .................................................... 125 Blackburn, Barbara R. .................................................... 138 Blackburn, Mollie V. .......................................................... 70 Blackburn, Mollie V. ........................................................ 130 Blackburn, Robert ........................................................... 136 Blaz, Deborah ....................................................................... 41 Blum, Werner ........................................................................ 41 Bolden, Benjamin .............................................................. 34 Bonderup Dohn, Nina ..................................................... 31 Bondie, Rhonda ............................................................... 136 Borkett, Penny ..................................................................... 10 Boud, David ........................................................................... 53 Bound, Helen .......................................................................... 2 Bower, Corey ........................................................................ 58 Bowers, C. A. .......................................................................... 55 Bowkett, Stephen .............................................................. 25 Bowkett, Steve ..................................................................... 33

Complimentary Exam Copy

Bowman, Jonathan M. .................................................... 76 Braasch, Jason L.G. ............................................................ 61 Bradbury, Alice .................................................................. 113 Branch, Katherine .............................................................. 16 Brandenburg, Robyn ....................................................... 19 Brazer, S. David ................................................................. 119 Breaden, Jeremy ................................................................. 72 Brillante, Pamela .............................................................. 139 Brock, Avril .............................................................................. 12 Brockenbrough, Edward ............................................ 127 Brodie, Kathy ......................................................................... 13 Brooks, Jeffrey S. .............................................................. 122 Brooks, Maneka ................................................................... 42 Broughan, Christine ......................................................... 75 Brown, Adam .......................................................................... 6 Brown, Adam M. .............................................................. 137 Brown, Chris ....................................................................... 119 Brown, Nancy ....................................................................... 48 Brown, Tony ....................................................................... 133 Brunt, Brian Van .................................................................. 25 Burton, Daniel ...................................................................... 38 Burton, Sheila ....................................................................... 84 Burton, Steven ..................................................................... 50 Burwell, Catherine ............................................................. 36 Busch, Steven .................................................................... 118 Butterworth, Brian ............................................................. 91 Byram, Michael .................................................................... 78

C Cahnmann-Taylor, Melisa .......................................... 115 Cakmak, Melek ..................................................................... 53 Calderón, Dolores .............................................................. 38 Calitz, Talita ............................................................................ 74 Capel, Susan .......................................................................... 35 Carlile, Anna ....................................................................... 131 Carnie, Fiona ...................................................................... 111 Carpenter, Barry .................................................................. 84 Carpenter, Barry .................................................................. 85 Carr, David ........................................................................... 103 Carruthers, Elizabeth ........................................................ 52 Carvalho, Lucila ................................................................... 18 Catalano, Amy J. .............................................................. 101 Cazden, Courtney B. ......................................................... 29 Certo, Janine ......................................................................... 16 Cha, Yun-Kyung .................................................................. 97 Chace, Sarah ...................................................................... 117 Chambers, Fiona C. ........................................................ 110 Chambers, Jonathan ........................................................ 78 Chaplain, Roland ............................................................. 125 Chappell, Sharon Verner ............................................. 128 Cheeseman, Sandra ......................................................... 12 Chen, Wang ........................................................................... 93 Chia, Liu ................................................................................... 21 Childs, Ann ............................................................................. 18 Chisholm, James S. ........................................................... 37 Choi, Ikseon "Ike" ................................................................ 99 Choi, Julie .................................................................................. 5 Christensen, Pia ..................................................................... 9 Christie, Fiona ....................................................................... 75 Christou, Theodore ........................................................... 37 Christou, Theodore Michael ........................................ 81 Cigman, Julie ........................................................................ 51 Cleary, Timothy J. ............................................................... 64 Clements, James ................................................................ 22 Cleveland-Innes, Marti .................................................... 99 Coates, Hamish ................................................................... 53 Cohen, Louis ...................................................................... 116 Cole, Mike ............................................................................... 66 Coleman, Mary Ruth ........................................................ 87 Collet, Bruce .......................................................................... 56 Combs, Julie Peterson ................................................. 139 Commodore, Felecia ....................................................... 72 Conchas, Gilberto .............................................................. 55 Conchas, Gilberto ........................................................... 131 Connor, John ........................................................................ 82 Conole, Grainne ............................................................... 101 Constable, Karen ................................................................ 51 Cooker, Lucy ...................................................................... 108 Cooper, Hilary ...................................................................... 33 Corbett, Pie ......................................................................... 109 Corbett, Pie ......................................................................... 110 Corcoran, James ................................................................. 36 Corcoran, Tim ....................................................................... 62 Cortina, Regina .................................................................... 93 Costigan, Arthur T. ............................................................ 27 Cotterill, Trevor .................................................................... 87

e-Inspection

Cotton, Tony ......................................................................... 47 Couper, Llyween ................................................................ 11 Cousins, Sarah ...................................................................... 48 Cramp, Andy ......................................................................... 69 Crandall, JoAnn (Jodi) ........................................................ 5 Cremin, Teresa .................................................................. 110 Crockett, Jean B. ................................................................. 85 Crockett, Jean B. ................................................................. 85 Crompton, Helen ............................................................ 101 Cronin, Mark .......................................................................... 12 Cumming, Therese M. .................................................... 20 Curtis, Will ............................................................................... 70

D D'Agostino, Jerome V. ..................................................... 27 D'Olimpio, Laura .............................................................. 105 Da Fonte, M. Alexandra .................................................. 86 Dabbagh, Nada ................................................................... 31 Dacey, John ........................................................................ 110 Daniel, Ben Kei ..................................................................... 67 Daniels, Harry ..................................................................... 120 Darfler-Sweeney, Patrick ............................................. 139 Davies, Peter ......................................................................... 70 de la Bedoyere, Catherine ............................................ 88 De Lissovoy, Noah .......................................................... 105 Deans, Jan .............................................................................. 44 Dede, Chris .......................................................................... 101 Delamain, Catherine ........................................................ 45 Delamain, Catherine ........................................................ 87 Delamain, Catherine ........................................................ 89 Delamain, Catherine ........................................................ 92 DeLazzero, Catherine ...................................................... 23 DeLuca, Geraldine .......................................................... 134 DeMatthews, David ....................................................... 117 Demetriou, Andreas ......................................................... 61 Denning, Christopher B. ................................................ 82 Denton, Alan ...................................................................... 117 Devlin, Clare .......................................................................... 12 Diaz, Jennifer ........................................................................ 27 Dillon, Robert ..................................................................... 120 Dreyfus, Tommy ................................................................. 31 Duplass, James A. .............................................................. 41 Durrant, Judy ..................................................................... 121

E E Alvermann, Donna ........................................................ 42 Earl, Lexi ................................................................................... 57 Earl, Mary ................................................................................. 19 Easton, Christina .............................................................. 124 Ebrahim, Hasina .................................................................. 45 Edge, Karen ......................................................................... 118 Edwards, Chris ..................................................................... 18 Edwards, Kirsten T. ............................................................ 53 Eleftheriades, Amy ............................................................ 88 Ellis, Robert ............................................................................ 78 Ellis, Roger .............................................................................. 75 Ellis, Simon ............................................................................. 16 Ephgrave, Anna .................................................................. 12 Epstein, Terrie ....................................................................... 81 Evans, William ...................................................................... 24

F Fanfarelli, Joseph ............................................................. 100 Fantini, Alvino ...................................................................... 94 Farnsworth, .......................................................................... 83 Farrell, Thomas S.C. .............................................................. 6 Faulkner, Jamie ................................................................. 130 Faupel, Adrian ...................................................................... 16 Fejes, Andreas ......................................................................... 2 Feldman, Allan ..................................................................... 68 Ferguson-Patrick, Kate .................................................... 16 Ferretti, Ralph P. .................................................................. 21 Fiore, Douglas J. ............................................................... 120 Fiore, Lisa B. ........................................................................... 47 Fischer, Aaron .................................................................... 102 Fischer, Frank ........................................................................ 62 Fischer, Frank ........................................................................ 63 Fitchett, Paul G. ................................................................... 38 Fives, Helenrose .................................................................. 63 Fives, Helenrose .................................................................. 64 Fletcher-Wood, Harry ...................................................... 19 Flippo, Rona F. ..................................................................... 33 Foster, Raisa ........................................................................ 127 Fullan, Michael .................................................................. 119

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Furco, Andrew ..................................................................... 77 Furlong, John ....................................................................... 54 Furtak, Erin ............................................................................. 58

G Gallacher, Jim .................................................................... 107 Gallard, Diahann .................................................................... 9 Gallard, Diahann ................................................................. 60 Gannon, Susanne .............................................................. 57 Ganske, Kathy ....................................................................... 52 Garber, Elizabeth ................................................................ 35 Garcia, Eugene E. ............................................................. 127 Garvis, Susanne ................................................................... 11 Gascoyne, Sue ..................................................................... 11 Gasman, Marybeth ........................................................... 74 Gebhard, Meg ...................................................................... 39 Gee, Elisabeth ...................................................................... 99 Gelzheiser, Lynn M. ........................................................... 29 Georgeson, Jan ................................................................... 50 Gibbs, Simon ........................................................................ 62 Gilchrist, George ................................................................. 26 Gillborn, David ..................................................................... 66 Gillian, Sykes .......................................................................... 15 Gillies, Robyn ........................................................................ 19 Gillon, Gail T. ......................................................................... 36 Glenn, Angela ...................................................................... 44 Glynn, Maureen .................................................................. 82 Goei, Sui ................................................................................... 20 González, Mary L. ............................................................... 25 Good, Thomas L. ................................................................ 18 Goodson, Ivor F. ............................................................... 115 Gordon, Anna Lise .......................................................... 124 Gordon, Mordechai ....................................................... 104 Gorlewski, Julie .................................................................... 55 Gorski, Paul C. ....................................................................... 97 Gorur, Radhika ..................................................................... 80 Gottschalk, Barbara ........................................................ 137 Gouldsboro, Julia Maria ................................................. 51 Gourlay, Lesley .................................................................. 102 Gray, Abigail .......................................................................... 84 Greenberg, Katherine ...................................................... 16 Greenfield, Sue .................................................................... 47 Greenhalgh, Zoe ................................................................ 12 Grenier, Julian ......................................................................... 9 Grigal, Meg ............................................................................ 86 Gross, Jean ............................................................................. 92 Gross, Magdalena .............................................................. 81 Gross, Steven Jay ............................................................. 122 Guilherme, Alexandre .................................................. 104 Gunawardena, Charlotte ............................................... 99 Guthrie, Gerard .................................................................... 94 Gwenneth Phillips, Louise ............................................ 68

H Hall, Kathy ............................................................................... 63 Hallman, Heidi ..................................................................... 37 Halse, Christine ................................................................. 105 Hamre, Bjorn ......................................................................... 22 Hancock, Gregory R. ......................................................... 79 Hand, Michael ................................................................... 103 Hanes, Jay ............................................................................... 41 Harlen OBE, Wynne ........................................................ 114 Harlen, Wynne .................................................................. 110 Harris, Helen .......................................................................... 82 Harris, Kim ............................................................................ 113 Harris, Lois .............................................................................. 59 Harris, Mark ............................................................................ 28 Harrison, Tom .................................................................... 106 Hattie, John ........................................................................... 65 Hattie, John ........................................................................ 132 Hayes, Carol ........................................................................... 45 Hayes, Nóirín ......................................................................... 11 Hearn, Jeff ............................................................................... 95 Hedgcock, John S. ................................................................ 6 Heineke, Amy .................................................................... 134 Henderson, Elizabeth ................................................... 115 Henderson, Holly ............................................................... 77 Henderson, Leysa ........................................................... 111 Hendrick, Carl .................................................................... 126 Henning, John E. ............................................................. 132 Herrick, Elizabeth ............................................................... 60 Hildrew, Chris .................................................................... 117 Hill, Crag .................................................................................. 29 Hill, Lori Diane ...................................................................... 95 Hinchman, Kathleen ........................................................ 27

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INDEX BY AUTHOR

Hochstetler, Sarah .......................................................... 112 Hoekje, Barbara J. ............................................................... 74 Holmwood, Clive ............................................................... 76 Hood, Philip ........................................................................ 112 Hooley, Tristram ............................................................... 107 Hooley, Tristram ............................................................... 130 Horsford, Sonya Douglass ......................................... 122 Horvath, Judit ....................................................................... 49 Hoskin, Joanna .................................................................... 83 Houston, Gina ...................................................................... 13 Howard-Jones, Paul ......................................................... 61 Hoyle, Alice ............................................................................ 19 Huggins, Valerie .................................................................. 45 Huhtinen-Hildén, Laura ................................................. 51 Huisman, Sarah ................................................................... 44 Hung, Ruyu ......................................................................... 103 Hurley, Eric ............................................................................. 64

I Illeris, Knud ............................................................................... 2 Iorio, Jeanne Marie ............................................................ 49 Isaacs, Barbara ...................................................................... 14 Isaacs, Barbara ...................................................................... 49

J Jacka, Lisa ................................................................................ 42 Jackson, Darrell ................................................................... 72 Jackson, Sue .......................................................................... 74 Jackson, Taharee ................................................................ 53 James, Nalita ......................................................................... 76 Jan C.W. VAN AALST, ................................................... 115 Jimerson, Jo Beth ............................................................ 119 Jinhui, Lin ................................................................................ 73 Johansson, Eva .................................................................... 14 Johansson, Viktor ............................................................... 48 Johnson, Andrew ............................................................... 25 Johnson, Bonnie ................................................................. 48 Johnson, J. David ............................................................... 56 Johnson, Judy ...................................................................... 25 Johnson, Julie ....................................................................... 10 Johnson, Patricia ................................................................ 51 Johnson-Mardones, Daniel F. ..................................... 31 Johnston, Jane ..................................................................... 46 Jolly, Jennifer L. ................................................................... 82 Jolly, Jennifer L. ................................................................... 85 Jones, Deborah ................................................................ 114 Jones, Pauline ...................................................................... 21 Joseph, Cynthia .................................................................. 57 Jørgensen, Christian ........................................................... 3

K Kampourakis, Kostas ........................................................ 39 Kane, Sharon ......................................................................... 35 Katznelson, Noemi ............................................................ 71 Kauffman, James M. ......................................................... 89 Kauffman, James M. ......................................................... 91 Keator, Mary .......................................................................... 56 Kelly, Gregory J. ................................................................... 42 Kennedy, Kerry J. ................................................................ 96 Kerslake, Laura ..................................................................... 39 Ketelhut, Diane Jass ......................................................... 63 Kezar, Adrianna ................................................................... 76 Kime, Stuart ........................................................................ 116 King, Elliot ............................................................................... 99 Kirkpatrick, Andy ................................................................... 8 Knapton, Helena .............................................................. 125 Knutson, Karen .................................................................... 36 Kobayashi, Yoko .................................................................... 8 Kocher, Laurie ...................................................................... 49 Koda, Keiko ............................................................................... 5 Kotch, Jason ....................................................................... 136 Krajcik, Joseph S. ................................................................. 40 Kroll, Linda R. ........................................................................ 45 Krumm, Andrew .............................................................. 100 Kruse, Sharon D. ............................................................... 117 Kuby, Candace ..................................................................... 37 Kucirkova, Natalia ............................................................... 13 Kwiek, Marek ......................................................................... 72 Kyriakides, Leonidas ...................................................... 120

L Land, Susan ........................................................................... 64 Lapp, Diane ........................................................................... 33

Lapping, Claudia ................................................................ 69 Larson, Joanne ..................................................................... 29 Lau, Chui Shan .................................................................. 130 Lau, William ........................................................................... 21 Law, David .............................................................................. 77 Le Messurier, Mark ............................................................ 65 Leander, Kevin ..................................................................... 27 Ledford, Jennifer R. ........................................................... 88 Lee, Victor ............................................................................ 102 Leigh, Jennifer ..................................................................... 73 Leland, Christine H. ........................................................... 39 Leonardo, Zeus ................................................................... 97 Lester, Jaime ...................................................................... 100 Levin, John S. ........................................................................ 80 Lewin-Benham, Ann ........................................................ 46 Lewis, Tyson ....................................................................... 104 Lieberman, Ann .................................................................. 22 Lindblad, Sverker ............................................................... 54 Lloyd, John W. ...................................................................... 83 Lloyd-Rose, Matt .............................................................. 125 Lodge, Jason ......................................................................... 61 Loh, Chin Ee .......................................................................... 35 Lorenz, Stephanie .............................................................. 17 Loxley, Peter ....................................................................... 111 Luke, Allan .............................................................................. 30 Luke, Allan .............................................................................. 30 Luke, Allan .............................................................................. 31 Luke, Ian ................................................................................ 114 Luterbach, Ken ................................................................. 100 López López, Ligia (Licho) ............................................ 96 López, Francesca A. .......................................................... 60

M M. Dolan, Anne .................................................................... 40 MacBeath, John ............................................................... 121 Macdonald, Ian ................................................................. 118 Mackay, Cheryl .................................................................... 34 Macken-Horarik, Mary .................................................. 109 Mackenzie, Noella ............................................................. 14 Mackh, Bruce M. ................................................................. 18 MacSwan, Jeff ......................................................................... 4 Madrid Akpovo, Samara ................................................ 10 Magrini, James M. ........................................................... 104 Maisuria, Alpesh .................................................................. 93 Malet, Regis ........................................................................... 93 Manalo, Emmanuel .......................................................... 19 Mandel Morrow, Lesley .................................................. 28 Mann, Anthony ...................................................................... 2 Maranto, Robert .................................................................. 67 Marcus, Alan S. ..................................................................... 40 Marshall, Peter J. ................................................................. 15 Martin, Christopher ........................................................ 104 Martin, Stewart .................................................................... 68 Martinez, Glenn A. ................................................................ 8 Martusewicz, Rebecca A. ............................................ 127 Matheson, Ruth .................................................................. 80 Maxlow, Kate Wolfe ....................................................... 136 Mazza, Joe ........................................................................... 137 McCaffery, Peter ................................................................. 79 McCall, Stephanie ........................................................... 129 McClure, Marissa ................................................................ 15 McCray, Jennifer S. ......................................................... 137 McGlynn, Anna .................................................................... 39 McGregor, Glenda .......................................................... 117 McKenney, Susan ............................................................... 66 McLeod, Julie ....................................................................... 80 McLeod, Julie ....................................................................... 81 McLeskey, James ................................................................ 86 McMahon, Samantha ......................................................... 9 McNamara, Olwen ......................................................... 133 McNaughton, Stuart ........................................................ 62 McTavish, Anni .................................................................... 47 McVee, Mary B. ................................................................. 134 Mesta, Pamela ................................................................... 138 Michelsen, Svein ................................................................... 3 Miller, Angie .......................................................................... 67 Miller, John P. ..................................................................... 129 Miller, Judy .......................................................................... 125 Miller, M. David .................................................................... 62 Milligan, Lizzi O. .................................................................. 66 Miri, Mrinal ............................................................................. 79 Misiaszek, Greg William .................................................. 94 Misiaszek, Lauren ............................................................... 32 Mislevy, Robert J. ................................................................ 20 Mitchell, David ..................................................................... 64 Mitchell, Douglas E. .......................................................... 58

Mitra, Dana L. ........................................................................ 54 Mockler, Nicole .................................................................... 57 Moffat, Andrew ................................................................... 87 Mohammed, Ruksana ..................................................... 44 Molenda, Michael .............................................................. 61 Moloney, Mary ..................................................................... 87 Montague-Smith, Ann .................................................... 48 Moore, Christopher ....................................................... 108 Moore, Christopher ....................................................... 113 Moore, Michael Grahame .......................................... 100 Moorhouse, Pete ................................................................ 11 Moreau, Marie-Pierre .................................................... 133 Morgan, Alex ........................................................................ 52 Morgan, John ....................................................................... 30 Morgan, Michaela ........................................................... 109 Morgan, Michaela ........................................................... 109 Moss, Peter ............................................................................. 44 Msibi, Thabo ....................................................................... 129 Mu, Guanglun Michael ................................................... 93 Mu, Guanglun Michael ................................................ 128 Muir, James ......................................................................... 106 Mulvenon, Sean W. ........................................................... 17 Murray, Garold ........................................................................ 6 Murray, Joseph ....................................................................... 2 Murris, Karin ........................................................................ 105

N Nagel, Paula .......................................................................... 91 Naughton, Christopher .................................................. 28 Neubauer, Deane E. .......................................................... 79 Newstead, Shelly ................................................................ 46 Newton, Jonathan M. ......................................................... 6 Newton, Nicki ....................................................................... 17 Ng-a-Fook, Nicholas ...................................................... 130 Nicholson, Julie ................................................................... 52 Nielsen, Milton C. ............................................................ 101 Nieuwerburgh, Christian ............................................ 114 Norris, Deborah J. .............................................................. 47 Norton, Lin S. ........................................................................ 72 Nutkins, Sheila ..................................................................... 14

O O'Connor, Anne .................................................................. 52 O'Leary, Matt ...................................................................... 124 O'Neill, Deirdre ................................................................. 128 O'Toole, Leah ........................................................................ 20 Oakes, Jeannie .................................................................. 131 Oikonomidoy, Eleni .......................................................... 94 Oliver, Rhonda ........................................................................ 8 Olsson, Liselott ....................................................................... 9 Onwuegbuzie, Tony ...................................................... 116 Ortiga, Yasmin ..................................................................... 55 Osborn, Daniel ..................................................................... 37 Ottesen, Eli .......................................................................... 120 Ozoliņš, Jānis ...................................................................... 103 O’Donoghue, Donal ...................................................... 129

P Palfreyman, David ............................................................. 79 Palmer, Robert T. ............................................................. 130 Pan, Suyan .............................................................................. 73 Pandey, Iswari ...................................................................... 32 Pandya, Jessica Zacher ................................................... 32 Paraskeva, João ................................................................... 42 Park, James ............................................................................ 64 Park, Jie ..................................................................................... 34 Parkes, Jay ............................................................................... 22 Pascal, Chris ........................................................................... 45 Pasnik, Shelley ...................................................................... 50 Pecorari, Diane .................................................................... 77 Penn, Helen .............................................................................. 9 Penny, James ........................................................................ 34 Petrovic, John .................................................................... 104 Pettersen, Jan ....................................................................... 10 Picciano, Anthony G. .................................................... 100 Pierre, Rebekah ................................................................... 85 Pottle, Jules ............................................................................ 20 Pottle, Jules ............................................................................ 20 Powell, Darren ..................................................................... 58 Powers, Kristina ................................................................... 53 Powley, Ruth ...................................................................... 111 Prats Porcar, Elena ............................................................. 54 Pring, Richard .................................................................... 106 Proctor, Douglas ................................................................. 79

Pugh, Jim ............................................................................. 114 Pullen, Paige C. .................................................................... 85

Q Quay, John ............................................................................. 68 Quigley, Alex ......................................................................... 28 Quinn, Molly .......................................................................... 29

R Rader, Debra ...................................................................... 112 Raithby, Katherine ............................................................. 40 Ramirez, Pablo ........................................................................ 5 Rankin, Jenny Grant ....................................................... 138 Rasinski, Lotar ....................................................................... 56 Reid, Alan ................................................................................ 30 Reiss, Michael J. ................................................................... 38 Resnick, Julia ......................................................................... 71 Reynolds, Rosemary A. ................................................... 73 Rezai-Rashti, Goli ................................................................ 96 Rhoden, Stuart .................................................................. 128 Richards, Stephen B. ........................................................ 86 Rickinson, Mark ................................................................... 59 Riddell, Sheila ....................................................................... 89 Riddle, Stewart .................................................................... 66 Ringrose, Jessica ................................................................. 67 Robert, Sarah A. ................................................................... 76 Roberts, Richard D. ............................................................ 56 Roden, Judith .................................................................... 111 Rodrigues, Susan ................................................................ 72 Rodriguez, R Joseph ......................................................... 39 Roffey, Sue ............................................................................. 23 Roffey, Sue ............................................................................. 23 Rogers, Ben ............................................................................ 22 Rogers, David ....................................................................... 38 Rogers, Michelle ................................................................. 10 Rogers, Raphael .................................................................. 33 Rogers, Rebecca .................................................................... 5 Rogers, Sue ............................................................................ 46 Roopnarine, Jaipaul L. ..................................................... 95 Rose, Richard ........................................................................ 84 Rosnes, Ellen Vea ................................................................ 96 Ruday, Sean ........................................................................... 41 Ruecker, Todd ......................................................................... 8 Ruiz-Primo, Maria Araceli .............................................. 17 Ruiz-Primo, Maria Araceli .............................................. 23 Russell III, William B. .......................................................... 32 Rycroft-Smith, Lucy ........................................................ 109

S Saba, Farhad ....................................................................... 102 Sabeti, Shari .............................................................................. 2 Sadovnik, Alan R. ................................................................ 69 Salinas, Cristobal ................................................................. 74 Salleh, Hairon ..................................................................... 121 Salmon, Angela ................................................................... 21 Samier, Eugenie A. ......................................................... 119 Santone, Susan .................................................................... 69 Saracho, Olivia N. ............................................................... 50 Scanlon, Lesley ................................................................. 116 Schneider, M. Christina .................................................. 24 Schugurensky, Daniel ................................................... 132 Schwanenflugel, Paula J. ............................................... 36 Schwartz, Marc S. ............................................................... 63 Schwartz, Mila ......................................................................... 4 Sefton-Green, Julian ........................................................... 3 Sefton-Green, Julian ...................................................... 129 Selwyn, Neil ........................................................................... 18 Selwyn, Neil ........................................................................... 38 Shaked, Haim ..................................................................... 119 Shank, Gary ......................................................................... 116 Shay, Suellen ...................................................................... 128 Sheehy, Kieron ..................................................................... 17 Sherrin, David .................................................................... 137 Shin, Euikyung ..................................................................... 58 Shinn, Mark R ..................................................................... 123 Shuiyun, Liu ........................................................................... 75 Sims, Sam ............................................................................. 113 Simões, Ana Raquel ....................................................... 133 Slee, Phillip T. ..................................................................... 123 Slee, Roger ............................................................................. 91 Smidt, Sandra ....................................................................... 48 Smith, Kevin Thomas ....................................................... 40 Smith, Marc ......................................................................... 125 Smith, Marc ......................................................................... 126

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INDEX BY AUTHOR Smith, Melissa K. .................................................................... 6 Snow, Steven ..................................................................... 127 Soan, Sue ................................................................................ 50 Sonn, Christopher C. ..................................................... 115 Souto-Manning, Mariana .............................................. 50 Spector, J. Michael .......................................................... 101 Spencer-Waterman, Sheryn ..................................... 137 Spring, Joel ............................................................................ 81 Srivastava, Prachi ................................................................ 56 St. John, Edward P. ............................................................ 77 Stables, Andrew ............................................................... 106 Stage, Frances K. ................................................................. 76 Staves, Les .............................................................................. 92 Stephen, Christine ............................................................. 43 Stojanov, Krassimir ......................................................... 103 Storey, Keith .......................................................................... 86 Stylianides, Gabriel ......................................................... 124 Sulla, Nancy ........................................................................ 108 Sulla, Nancy ........................................................................ 112 Sulla, Nancy ........................................................................ 112 Sulla, Nancy ........................................................................ 121 Sun-Keung Pang, Nicholas .......................................... 69 Sunderland, Margot ......................................................... 83 Sunderland, Margot ......................................................... 83 Sunderland, Margot ......................................................... 83 Swaffield, Sue ....................................................................... 17

T Tajino, Akira .............................................................................. 4 Tanaka, Yasushi ................................................................... 73 Tanner, Samuel Jaye ........................................................ 24 Tarabini, Aina ........................................................................ 94 Tarc, Aparna Mishra .......................................................... 36 Tatto, Maria Teresa ......................................................... 133 Tatton, Allison ................................................................... 135 Taylor-Cox, Jennifer ....................................................... 136 Thomas, Emel ....................................................................... 71 Thomas, Michael K. ........................................................... 33 Thomas, Shanthi .............................................................. 121 Thompson, Carol ............................................................. 126 Thompson, Greg ............................................................. 106 Thompson, Patrick ............................................................ 41 Thorne, Sally .......................................................................... 28 Tikly, Leon ............................................................................... 54 Tirri, Kirsi ................................................................................ 132 Tishman, Shari ...................................................................... 63 Tran, Hoang ........................................................................ 127 Trotman, Dave ..................................................................... 69 Ttofa, Juliette ........................................................................ 86 Ttofa, Juliette ........................................................................ 87 Ttofa, Juliette ........................................................................ 90 Ttofa, Juliette ........................................................................ 90 Ttofa, Juliette ........................................................................ 90 Ttofa, Juliette ........................................................................ 91 Ttofa, Juliette ........................................................................ 91 Ttofa, Juliette ........................................................................ 92 Tubbs, Nigel ....................................................................... 103 Tuck, Eve ................................................................................. 57 Tuck, Eve ................................................................................. 98 Turner, Lydia ......................................................................... 67 Twale, Darla J. ....................................................................... 80

145

Walker, Sue ............................................................................ 84 Wallbank, Adrian J. ............................................................ 82 Waller, Richard ..................................................................... 70 Walton, Elizabeth ............................................................... 96 Warwick, Ian .......................................................................... 88 Warwick, Ian .......................................................................... 88 Waters, Jane ....................................................................... 134 Watson, Danielle ................................................................ 26 Wearmouth, Janice ........................................................... 92 Weinstein, Yana .................................................................. 65 Weston, David ................................................................... 122 Whitaker, Todd ................................................................. 121 Whitaker, Todd ................................................................. 138 White, Jeanne ...................................................................... 46 White, Margaret ............................................................... 108 Whittaker, Pippa ................................................................. 84 Whitton, Joy .......................................................................... 67 Wilcox, Alison .................................................................... 109 Wilfong, Lori G. .................................................................... 29 Wilmshurst, Linda .............................................................. 90 Wilson, Pip .............................................................................. 89 Wilson, Pip .............................................................................. 90 Wilson, Ruth .......................................................................... 49 Wilson, Teresa ...................................................................... 14 Winkle-Wagner, Rachelle L .......................................... 74 Winton, Sue ........................................................................ 118 Wishart, Jocelyn .................................................................. 35 Wood, Christiane ............................................................... 13 Wood, Felicity ...................................................................... 80 Woodthorpe, Kate ............................................................. 78 Woodward, Tessa ............................................................ 133 Woolley, Richard ................................................................. 71 Wooten, Deborah .............................................................. 28 Wyness, Gillian ..................................................................... 68 Wyse, Dominic .................................................................. 112

X Xu, Lihua .................................................................................. 68

Y Yakaboski, Tamara ............................................................. 25 Yelland, Nicola ..................................................................... 47 Yosef-Hassidim, Doron ................................................ 105 Youdell, Deborah ............................................................... 60 Young, Susan ........................................................................ 10

Z Zaromb, Franklin ................................................................ 59 Zeichner, Kenneth M. ...................................................... 59 Zein, Mochamad Subhan .......................................... 132 Zenkov, Kristien ................................................................ 132 Zepeda, Sally J. ................................................................. 138 Zhao, Guoping ................................................................. 105 Zhao, Weili ............................................................................. 93 Zhao, Yong ............................................................................ 95 Zheng, Robert Z. ................................................................ 60 Ó Siochrú, Cathal ............................................................... 70

U Ullman, Char ......................................................................... 75

V Valle, Jan .................................................................................. 88 Van Leent, Lisa .................................................................. 131 van Merriënboer, Jeroen J. G. .................................. 102 Van Poeck, Katrien ............................................................. 55 Van Praag, Lore ................................................................... 54 Van Zanten, Agnes ........................................................... 55 Vass, Greg ............................................................................... 97 Vega-Castaneda, Lillian .................................................. 97 Veletsianos, George ......................................................... 99 Veraksa, Nikolay .................................................................. 14 Vickerman, Philip ................................................................ 89 Voogt, Joke ............................................................................ 21

W Wahlström, Ninni ............................................................... 23 Waite, Judy ............................................................................ 42 Walker, Allan ....................................................................... 118

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