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Sociology Of Education (PDF)
by Stephen BallThe RoutledgeFalmer Reader in Sociology of Education brings together a carefully selected collection of articles and book chapters to reflect enduring trends in the field of Sociology of Education. Focusing on the major issues confronting education today, this lively and informative Reader provides broad coverage of the field and includes sections on crucial topics such as: social class globalization gender curriculum social inequality and social justice students and classrooms. With an emphasis on contemporary pieces that deal with issues relevant to the immediate real world, this book represents the research and views of some of the most respected authors in the field today. Stephen Ball offers a collection that is theoretically informed, internationally applicable, and universally accessible. In a specially written introduction, Ball provides a much-needed context to the current educational climate. Students of sociology and sociology of education will find this Reader an important route map to further reading and understanding.
Something in the Air
by Jan MarkPeggy is a fifteen-year-old rather at odds with the world around her. Her older sister berates her constantly for being messy. Her teachers reprimand her for being unladylike. Her best friend has stopped talking to her, because she was so shocked when Peggy explained the facts of life to her. And now, she's got the strangest sounds reverberating through her head. Could they really be voices from another world, as her auntie thinks? Or is there a simpler explanation at hand? A moving, fascinating and superbly written novel of family life in the 1920s.
Sound Advice: Becoming a Better Children's Choir Conductor
by Jean Ashworth BartleSound Advice is a valuable resource for college students, beginning teachers, and experienced conductors of children's choirs. It covers the vast array of skills needed by today's conductor and will benefit all choir directors who want their choirs to reach a higher level of artistry. This book will be useful on many levels: for the college student studying the child voice and elementary teaching methods; for the teacher beginning to direct choirs in schools, synagogues, churches and communities; for experienced children's choir directors who wish to know more about orchestral repertoire for treble voices, conducting an orchestra, and preparing a children's choir to sing a major work with a professional orchestra. The underlying educational philosophy is sound; the author sees development of musicianship through singing as the primary goal of a children's choir program. This philosophy differs dramatically from the traditional concept of the conductor as all-knowing and the singers as receptacles. An outstanding aspect of the book is how the author leads the reader to an understanding of how to teach musicianship. Developing literacy in the choral setting is a mysterious, amorphous process to many conductors, but the author clearly outlines this important process with practical suggestions, well-documented examples, and a clear reading style which will reach readers on many levels. The comprehensive repertoire, skill-building sheets, and programs for all types of children's choirs will provide teachers with immediate and highly valuable resources.
Soundaround: Developing Phonological Awareness Skills in the Foundation Stage
by Andrew Burnett Jackie WylieThis practical and clear book will allow you to introduce and teach phonological awareness skills to children in the early years and up to Key Stages 1 to 2, who are struggling with their literacy levels because of weak basic skills. It provides a developmental and curriculum linked program suitable for all children, including those with special educational needs; a straightforward format that does not require specialist training yet enables staff to choose activities and confidently use them from day one; a focus on 'sounds first' leading to secure learning based on normal child development; activities which children enjoy and want to play again; and ideal preparation for literacy work at school. All staff involved with children in the Foundation Stage (and sometimes beyond) including teachers, nursery nurses, playgroup staff, SENCOs, teaching assistants, speech and language therapists and parents will be able to improve their children's early literacy skills using this approach.
Soundaround: Developing Phonological Awareness Skills in the Foundation Stage
by Andrew Burnett Jackie WylieThis practical and clear book will allow you to introduce and teach phonological awareness skills to children in the early years and up to Key Stages 1 to 2, who are struggling with their literacy levels because of weak basic skills. It provides a developmental and curriculum linked program suitable for all children, including those with special educational needs; a straightforward format that does not require specialist training yet enables staff to choose activities and confidently use them from day one; a focus on 'sounds first' leading to secure learning based on normal child development; activities which children enjoy and want to play again; and ideal preparation for literacy work at school. All staff involved with children in the Foundation Stage (and sometimes beyond) including teachers, nursery nurses, playgroup staff, SENCOs, teaching assistants, speech and language therapists and parents will be able to improve their children's early literacy skills using this approach.
Spaced Out: Policy, Difference and the Challenge of Inclusive Education (Inclusive Education: Cross Cultural Perspectives #1)
by F. ArmstrongThis work contributes to teachers’ and academic researchers’ understanding of the varied and complex ways inclusion and exclusion can be understood. It provides a lucid, coherent analysis into the nature of categorization, labeling and discursive practices within official discourse and procedures as well as the positional relationships between space, place and identities in relation to the experience of marginalized people including disabled pupils and young people.
Special Education: Yearbook of the European Association for Education Law and Policy (Yearbook of the European Association for Education Law and Policy #5)
by GracienneLauwers JanGroofThis timely book is about raising awareness of the rights of disabled people to full equality and participation in all areas. It aims to show that disability is an issue of concern to all of us. It is for university faculty staff teaching courses on education law and policy and serves as a resource for students conducting research, government officials, and professionals in these fields.
Special Educational Needs and School Improvement: Practical Strategies for Raising Standards
by Jean Gross Angela WhiteProviding a practical guide to strategic management in the field of special educational needs, this text gives the reader a framework for raising achievement throughout the school.
Special Educational Needs and School Improvement: Practical Strategies for Raising Standards
by Jean Gross Angela WhiteProviding a practical guide to strategic management in the field of special educational needs, this text gives the reader a framework for raising achievement throughout the school.
Special Educational Needs In The Early Years (PDF)
by Ruth A. WilsonHow can we help children with special needs become active learners? This book is a practical and accessible guide to teaching young children with special educational needs. At the heart of the book is the belief that the focus should be on the child as an active learner, rather than on their disability. This fully revised and updated edition takes into account current changes in educational policy to provide the reader with comprehensive information and understanding and working with young children with special needs. The author addresses key issues such as the nature and causes of specific disabilities, intervention and assessment, working with families, planning individualised objectives and instructional strategies. There are also new sections on emotional competence, early literacy concerns and discussions of the emotional implications of brain research. Case study examples and practical suggestions are included throughout. The book will be a valuable resource for all early years practitioners, primary teachers, student teachers and learning support assistants.
Special Educational Needs in the Early Years
by Ruth WilsonThis volume adopts a holistic approach and focuses on the child with special educational needs as an active learner, rather than on how to cope with a disability. Young children with special needs can be very active learners when provided with environments that encourage alternative ways to explore and experience the world around them.
Special Educational Needs in the Early Years
by Ruth WilsonThis volume adopts a holistic approach and focuses on the child with special educational needs as an active learner, rather than on how to cope with a disability. Young children with special needs can be very active learners when provided with environments that encourage alternative ways to explore and experience the world around them.
Special Needs and Early Years: A Practitioner's Guide (PDF)
by Ms Kate WallWall's varied and extensive work as an early years practitioner in mainstream and special early years settings has helped her to identify the key issues for practitioners and parents.
Special Teaching in Higher Education: Successful Strategies for Access and Inclusion
by Stuart PowellCovering the Special Educational Needs and Disability Act (SENDA), this book addresses the learning needs of impaired and disabled students. It suggests effective responses for those designing and delivering the curriculum and discusses flexible teaching strategies.An essential purchase for any education professionals wanting to implement best practice when catering for those with particular needs - whether lecturers, course developers, course leaders or learning and teaching interest groups.
Special Teaching in Higher Education: Successful Strategies for Access and Inclusion
by Stuart PowellCovering the Special Educational Needs and Disability Act (SENDA), this book addresses the learning needs of impaired and disabled students. It suggests effective responses for those designing and delivering the curriculum and discusses flexible teaching strategies.An essential purchase for any education professionals wanting to implement best practice when catering for those with particular needs - whether lecturers, course developers, course leaders or learning and teaching interest groups.
Speech and Language Difficulties in the Classroom
by Deirdre Martin Carol MillerNow fully updated and revised in the light of recent developments in practice, this book discusses children's language development and language difficulties in the context of the classroom. The book will help the practitioner to understand the range of language difficulties experienced by children and will assist them in planning appropriate activities with pupils, their parents and other education professionals. In particular, this second edition offers further guidance for teachers on observing children's communication skills in school; fully revised and updated chapters, in the light of recent research; advice for schools on the implications of the increased emphasis on language and communication needs in the revised SEN Code of Practice 2001; and discussion about the increasingly recognized links between communication difficulties and EBD.
Speech and Language Difficulties in the Classroom
by Deirdre Martin Carol MillerNow fully updated and revised in the light of recent developments in practice, this book discusses children's language development and language difficulties in the context of the classroom. The book will help the practitioner to understand the range of language difficulties experienced by children and will assist them in planning appropriate activities with pupils, their parents and other education professionals. In particular, this second edition offers further guidance for teachers on observing children's communication skills in school; fully revised and updated chapters, in the light of recent research; advice for schools on the implications of the increased emphasis on language and communication needs in the revised SEN Code of Practice 2001; and discussion about the increasingly recognized links between communication difficulties and EBD.
Sports Day (Rigby Rocket Independent #Pink Reader, Book 9)
by Celia WarrenThe children have fun on Sports Day
Sports Day (Rigby Rocket Independent #Pink Reader 9)
by Celia WarrenThe children have fun on Sports Day
SSCP Systems Security Certified Practitioner Study Guide and DVD Training System
by SyngressThe SSCP Study Guide and DVD Training System is a unique and comprehensive combination of text, DVD-quality instructor-led training, and Web-based exam simulation and remediation. These components will give the student 100% coverage of all (ISC)² official exam objectives and realistic exam simulation.The SSCP Study Guide and DVD Training System consists of:1. SSCP Study Guide The 1,000,000 readers who have read previous Syngress Study Guides will find many familiar features in the Study Guide along with many new enhancements including:· Exercises: There will be frequent use of step-by-step exercises with many screen captures and line drawings. Exercises will be presented in sidebar-like style, and will run 1 to 2 pages. · Anatomy of a Question: Question types will be diagrammed and analyzed to give readers access to the theory behind the questions themselves.· Teacher's Pet: These will be written from the instructor's perspective and will provide insight into the teaching methodologies applied to certain objectives that will give readers the "$2,000 worth of training in a $60 book feel." These will be presented in sidebar-like style and will run about 1 page.· Objectives Fast Track: End of chapter element containing each A-head from the chapter and succinct bullet points reviewing most important information from each section (same as current Solutions Fast Track). · FAQs: End of Chapter Frequently Asked Questions on objective content. These are not exam preparation questions (same as our current FAQ). · Test What You Learned: End of chapter exam preparation questions, which are in the format of the real exam.2. SSCP DVD: The DVD will contain 1 hour of instructor-led training covering the most difficult to comprehend topics on the exam. The instructor's presentation will also include on-screen configurations and networking schematics.SSCP from solutions@syngress.com The accompanying Web site will provide students with realistic exam-simulations software. The exam will emulate the content and the look and feel of the real-exam. Students will be able to grade their performance on the Web-based exam and automatically link to the accompanying e-book for further review of difficult conceptsØ $2,000 worth of training in a $60 book, DVD, and Web-enhanced training system. Consumers of this product will receive an unprecedented value. Instructor-led training for similar certifications averages $2,000 per class, and retail DVD training products are priced from $69 to $129. Consumers are accustomed to paying 20% to 100% more than the cost of this training system for only the DVD!Ø Changes to the CISSP Certification pre-requisites will result in an increase in the popularity of the SSCP certification. Recently the (ISC)² increased the work experience requirement of the CISSP certification to four years from three years. This increase will result into current candidates for the CISSP to shift to the SSCP certification, as the verifiable field requirement is only one year.Ø Syngress well-positioned in wide open playing field. The landscape of certification publishing has changed dramatically over the past month with Coriolis ceasing operations, Hungry Minds facing an uncertain future after their acquisition by John Wiley & Sons, and Syngress ending its long-term relationship with Osborne McGraw Hill in pursuit of publishing Study Guides independently. We are confident that Syngress' long history of best-selling Study Guides will continue in this new era.
Staff and Educational Development: Case Studies, Experience and Practice (Case Studies of Teaching in Higher Education)
by David Baume Helen Edwards Graham WebbMaintaining the practical and interactive focus of the series, this book features a collection of case studies of best practice from around the world, covering different situations, environments and course types. They include key areas such as skills, research, supervision and curriculum change and development, support services, implementing change, leadership, quality assurance and improvement and accreditation. The studies are presented in such a way as to encourage readers to engage in critical reflection. After each one, its author provides a thorough analysis of the case, teasing out key issues and providing links to research and experience in the area.
Staff and Educational Development: Case Studies, Experience and Practice (Case Studies of Teaching in Higher Education)
by David Baume Helen Edwards Graham WebbMaintaining the practical and interactive focus of the series, this book features a collection of case studies of best practice from around the world, covering different situations, environments and course types. They include key areas such as skills, research, supervision and curriculum change and development, support services, implementing change, leadership, quality assurance and improvement and accreditation. The studies are presented in such a way as to encourage readers to engage in critical reflection. After each one, its author provides a thorough analysis of the case, teasing out key issues and providing links to research and experience in the area.
Standard English and the Politics of Language
by T. CrowleyThe status of 'Standard English' has featured in linguistic, educational and cultural debates over decades. This second edition of Tony Crowley's wide-ranging historical analysis and lucid account of the complex and sometimes polarised arguments driving the debate brings us up to date, and ranges from the 1830s to Conservative education policies in the 1990s and on to the implications of the National Curriculum for English language teaching in schools. Students and researchers in literacy, the history of English language, cultural theory, and English language education will find this treatment comprehensive, carefully researched and lively reading.
Standards-based School Mathematics Curricula: What Are They? What Do Students Learn? (Studies in Mathematical Thinking and Learning Series)
by Sharon L. Senk Denisse R. ThompsonThe Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics in 1989 set forth a broad vision of mathematical content and pedagogy for grades K-12 in the United States. These Standards prompted the development of Standards-based mathematics curricula. What features characterize Standards-based curricula? How well do such curricula work? To answer these questions, the editors invited researchers who had investigated the implementation of 12 different Standards-based mathematics curricula to describe the effects of these curricula on students' learning and achievement, and to provide evidence for any claims they made. In particular, authors were asked to identify content on which performance of students using Standards-based materials differed from that of students using more traditional materials, and content on which performance of these two groups of students was virtually identical. Additionally, four scholars not involved with the development of any of the materials were invited to write critical commentaries on the work reported in the other chapters. Section I of Standards-Based School Mathematics Curricula provides a historical background to place the current curriculum reform efforts in perspective, a summary of recent recommendations to reform school mathematics, and a discussion of issues that arise when conducting research on student outcomes. Sections II, III, and IV are devoted to research on mathematics curriculum projects for elementary, middle, and high schools, respectively. The final section is a commentary by Jeremy Kilpatrick, Regents Professor of Mathematics Education at the University of Georgia, on the research reported in this book. It provides a historical perspective on the use of research to guide mathematics curriculum reform in schools, and makes additional recommendations for further research. In addition to the references provided at the end of each chapter, other references about the Standards-based curriculum projects are provided at the end of the book. This volume is a valuable resource for all participants in discussions about school mathematics curricula--including professors and graduate students interested in mathematics education, curriculum development, program evaluation, or the history of education; educational policy makers; teachers; parents; principals and other school administrators. The editors hope that the large body of empirical evidence and the thoughtful discussion of educational values found in this book will enable readers to engage in informed civil discourse about the goals and methods of school mathematics curricula and related research.
Standards-based School Mathematics Curricula: What Are They? What Do Students Learn? (Studies in Mathematical Thinking and Learning Series)
by Sharon L. Senk Denisse R. ThompsonThe Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics in 1989 set forth a broad vision of mathematical content and pedagogy for grades K-12 in the United States. These Standards prompted the development of Standards-based mathematics curricula. What features characterize Standards-based curricula? How well do such curricula work? To answer these questions, the editors invited researchers who had investigated the implementation of 12 different Standards-based mathematics curricula to describe the effects of these curricula on students' learning and achievement, and to provide evidence for any claims they made. In particular, authors were asked to identify content on which performance of students using Standards-based materials differed from that of students using more traditional materials, and content on which performance of these two groups of students was virtually identical. Additionally, four scholars not involved with the development of any of the materials were invited to write critical commentaries on the work reported in the other chapters. Section I of Standards-Based School Mathematics Curricula provides a historical background to place the current curriculum reform efforts in perspective, a summary of recent recommendations to reform school mathematics, and a discussion of issues that arise when conducting research on student outcomes. Sections II, III, and IV are devoted to research on mathematics curriculum projects for elementary, middle, and high schools, respectively. The final section is a commentary by Jeremy Kilpatrick, Regents Professor of Mathematics Education at the University of Georgia, on the research reported in this book. It provides a historical perspective on the use of research to guide mathematics curriculum reform in schools, and makes additional recommendations for further research. In addition to the references provided at the end of each chapter, other references about the Standards-based curriculum projects are provided at the end of the book. This volume is a valuable resource for all participants in discussions about school mathematics curricula--including professors and graduate students interested in mathematics education, curriculum development, program evaluation, or the history of education; educational policy makers; teachers; parents; principals and other school administrators. The editors hope that the large body of empirical evidence and the thoughtful discussion of educational values found in this book will enable readers to engage in informed civil discourse about the goals and methods of school mathematics curricula and related research.