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Special Learners in School: Understanding Essential Concepts
by Catherine RoutleyOffering a wealth of photocopiable resources for use with individual children or small groups, Special Learners in School provides a step-by-step programme to help practitioners support children with a range of special educational needs, and develop the skills which are fundamental to their learning in the mainstream classroom. Competencies including active listening and observation skills, memory, comprehension of pattern and sequencing, positional and expressive language, body awareness and emotional intelligence are all key to ensuring a child’s access to the school curriculum. Recognising that these can be particular areas of difficulty for pupils with SEND, this book provides a range of activities designed to engage and gradually develop children’s use of auditory and visual memory, pragmatic and sensory skills. Easily accessible and differentiated for children at lower and upper levels of ability, practical examples and activities can be used immediately, or be adapted in line with students’ abilities and progress. This will be an invaluable source of inspiration and activites for learning support assistants, teaching assistants, teachers and SENCOs looking to support children in mainstream schools as they develop skills fundamental to their learning.
Special Learners in School: Understanding Essential Concepts
by Catherine RoutleyOffering a wealth of photocopiable resources for use with individual children or small groups, Special Learners in School provides a step-by-step programme to help practitioners support children with a range of special educational needs, and develop the skills which are fundamental to their learning in the mainstream classroom. Competencies including active listening and observation skills, memory, comprehension of pattern and sequencing, positional and expressive language, body awareness and emotional intelligence are all key to ensuring a child’s access to the school curriculum. Recognising that these can be particular areas of difficulty for pupils with SEND, this book provides a range of activities designed to engage and gradually develop children’s use of auditory and visual memory, pragmatic and sensory skills. Easily accessible and differentiated for children at lower and upper levels of ability, practical examples and activities can be used immediately, or be adapted in line with students’ abilities and progress. This will be an invaluable source of inspiration and activites for learning support assistants, teaching assistants, teachers and SENCOs looking to support children in mainstream schools as they develop skills fundamental to their learning.
Contemporary Challenges in Teaching Young Children: Meeting the Needs of All Students
by Gayle MindesContemporary Challenges in Teaching Young Children provides both veteran and aspiring early childhood educators with the information and tools they need to build on their understanding of developmentally appropriate practice. Teachers face many challenges, including family configuration, social and political stressors related to accountability requirements, funding shortages, and the resulting need to teach with fewer resources. This innovative book focuses exclusively on problem-solving at the classroom level and fosters creative methods of ensuring best practices are in place for all children, including those with limited experience in formal social settings and a lack of self-regulatory behaviors. Drawing on current research and their own wealth of experience, expert contributors cover topics from the critical importance of social-emotional learning to culturally responsive teaching to using technology to empower teachers and learners. Written in accessible, non-technical language, this book addresses complex factors affecting child development, guiding readers through the best strategies for tackling real problems in their practice.
Contemporary Challenges in Teaching Young Children: Meeting the Needs of All Students
by Gayle MindesContemporary Challenges in Teaching Young Children provides both veteran and aspiring early childhood educators with the information and tools they need to build on their understanding of developmentally appropriate practice. Teachers face many challenges, including family configuration, social and political stressors related to accountability requirements, funding shortages, and the resulting need to teach with fewer resources. This innovative book focuses exclusively on problem-solving at the classroom level and fosters creative methods of ensuring best practices are in place for all children, including those with limited experience in formal social settings and a lack of self-regulatory behaviors. Drawing on current research and their own wealth of experience, expert contributors cover topics from the critical importance of social-emotional learning to culturally responsive teaching to using technology to empower teachers and learners. Written in accessible, non-technical language, this book addresses complex factors affecting child development, guiding readers through the best strategies for tackling real problems in their practice.
TESOL Career Path Development: Creating Professional Success
by Liz EnglandThis book addresses a wide range of issues and obstacles that teachers in native and non-native English-speaking countries face in teaching English language learners of all ages, at all levels of proficiency, and in a variety of program settings. The book introduces a model of milestones for career path development specific to the specialized needs and skills of the TESOL (Teaching English to Speakers of Other Languages) community that caters to the many unique challenges faced by teachers at a range of experience levels, from preservice and novice teachers to veteran and semi-retired professionals. Taking an interdisciplinary approach and drawing on the voices and experiences of TESOL scholars, England demonstrates how best to apply one’s education, background, and experiences to individuals who work in the field of TESOL, and offers unique tools, strategies, and training techniques. This book provides a clear and engaging framework for scholars and teachers at any stage in one’s career to grow and develop professionally in fast-changing and increasingly complex professional climates. This book is ideal for scholars, graduate students, and researchers in TESOL and language teaching, as well as scholars and researchers in international teacher development and language.
TESOL Career Path Development: Creating Professional Success
by Liz EnglandThis book addresses a wide range of issues and obstacles that teachers in native and non-native English-speaking countries face in teaching English language learners of all ages, at all levels of proficiency, and in a variety of program settings. The book introduces a model of milestones for career path development specific to the specialized needs and skills of the TESOL (Teaching English to Speakers of Other Languages) community that caters to the many unique challenges faced by teachers at a range of experience levels, from preservice and novice teachers to veteran and semi-retired professionals. Taking an interdisciplinary approach and drawing on the voices and experiences of TESOL scholars, England demonstrates how best to apply one’s education, background, and experiences to individuals who work in the field of TESOL, and offers unique tools, strategies, and training techniques. This book provides a clear and engaging framework for scholars and teachers at any stage in one’s career to grow and develop professionally in fast-changing and increasingly complex professional climates. This book is ideal for scholars, graduate students, and researchers in TESOL and language teaching, as well as scholars and researchers in international teacher development and language.
Literacies, Sexualities, and Gender: Understanding Identities from Preschool to Adulthood
by Barbara J. Guzzetti Thomas W. Bean Judith Dunkerly-BeanOffering diverse and wide-ranging perspectives on gender, sexualities, and literacies, this volume examines the intersection of these topics from preschool to adulthood. With a focus on current events, race, and the complex role of identity, this text starts with an overview of the current research on gender and sexualities in literacies and interrogates them from a range of multimodal contexts. Not restricted to any gender identity or age group, these chapters provide a much-needed and original update to the ways representations and performances of gender and sexualities through literacy practices are viewed in educational and sociocultural contexts. Scholars share their insights and transformative visions that respect and embrace difference while creating space for new and deeper understandings of contemporary issues.
Literacies, Sexualities, and Gender: Understanding Identities from Preschool to Adulthood
by Barbara J. Guzzetti Thomas W. Bean Judith Dunkerly-BeanOffering diverse and wide-ranging perspectives on gender, sexualities, and literacies, this volume examines the intersection of these topics from preschool to adulthood. With a focus on current events, race, and the complex role of identity, this text starts with an overview of the current research on gender and sexualities in literacies and interrogates them from a range of multimodal contexts. Not restricted to any gender identity or age group, these chapters provide a much-needed and original update to the ways representations and performances of gender and sexualities through literacy practices are viewed in educational and sociocultural contexts. Scholars share their insights and transformative visions that respect and embrace difference while creating space for new and deeper understandings of contemporary issues.
Dialectics of Knowing in Education: Transforming Conventional Practice into its Opposite
by Neil HooleyDialectics of Knowing in Education strengthens the philosophical basis of formal education that has been weakened by neoliberalism over the past 30 years. It theorises and encourages human existence based on social action, culture, inquiry and creativity so that citizens in democratic association can formulate their own understandings of the world and be their own philosophers of practice. Under neoliberal capitalism, formal education has become a key economic driver and factor for all countries, but has exacerbated social division and inequality. This has led to an increased pressure on education systems to emphasise individual gain and prosperity at the expense of community care and concern. Drawing on the work of Dewey, Mead, Freire and Biesta, the author argues that formal education at all levels must be transformed so that it does not seek to impose knowledge and truth, but situates knowledge as being constructed by democratic learning circles of staff, students and citizens. Focusing particularly on the notion of praxis and specific issues involving Indigenous, feminist and practitioner knowing, this book will help scholars, practitioners and policy makers to transform their education theories and practices in ways that encourage democracy, emancipation, social action, culture, inquiry and creativity.
Dialectics of Knowing in Education: Transforming Conventional Practice into its Opposite
by Neil HooleyDialectics of Knowing in Education strengthens the philosophical basis of formal education that has been weakened by neoliberalism over the past 30 years. It theorises and encourages human existence based on social action, culture, inquiry and creativity so that citizens in democratic association can formulate their own understandings of the world and be their own philosophers of practice. Under neoliberal capitalism, formal education has become a key economic driver and factor for all countries, but has exacerbated social division and inequality. This has led to an increased pressure on education systems to emphasise individual gain and prosperity at the expense of community care and concern. Drawing on the work of Dewey, Mead, Freire and Biesta, the author argues that formal education at all levels must be transformed so that it does not seek to impose knowledge and truth, but situates knowledge as being constructed by democratic learning circles of staff, students and citizens. Focusing particularly on the notion of praxis and specific issues involving Indigenous, feminist and practitioner knowing, this book will help scholars, practitioners and policy makers to transform their education theories and practices in ways that encourage democracy, emancipation, social action, culture, inquiry and creativity.
ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice
by Lee Gunderson Reginald Arthur D'Silva Dennis Murphy OdoNow in its fourth edition, ESL (ELL) Literacy Instruction combines a comprehensive scope with practical, research-based tools and applications for reading instruction. Designed for use by pre-service and in-service teachers, this guidebook provides the context and expertise to plan and implement reading programs that match the needs and abilities of students at all ages and levels of proficiency. The book explains different models of literacy instruction from systematic phonics to whole language instruction, discusses controversies in the field, and includes specific teaching methods within each model. The fourth edition highlights recent developments in education policy, new models of instruction, and devotes greater attention to issues surrounding assessment. An expanded companion website integrates with the text to offer additional tools and examples, and readers are encouraged to develop their own teaching strategies within their own instructional models. Providing a thorough overview of the history and major issues of ESL (ELL) literacy instruction, this book will be of great interest to pre-service and in-service teachers at all levels, from kindergarten to adult learners.
ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice
by Lee Gunderson Reginald Arthur D'Silva Dennis Murphy OdoNow in its fourth edition, ESL (ELL) Literacy Instruction combines a comprehensive scope with practical, research-based tools and applications for reading instruction. Designed for use by pre-service and in-service teachers, this guidebook provides the context and expertise to plan and implement reading programs that match the needs and abilities of students at all ages and levels of proficiency. The book explains different models of literacy instruction from systematic phonics to whole language instruction, discusses controversies in the field, and includes specific teaching methods within each model. The fourth edition highlights recent developments in education policy, new models of instruction, and devotes greater attention to issues surrounding assessment. An expanded companion website integrates with the text to offer additional tools and examples, and readers are encouraged to develop their own teaching strategies within their own instructional models. Providing a thorough overview of the history and major issues of ESL (ELL) literacy instruction, this book will be of great interest to pre-service and in-service teachers at all levels, from kindergarten to adult learners.
Teaching Strategies for Neurodiversity and Dyslexia in Actor Training: Sensing Shakespeare
by Petronilla WhitfieldTeaching Strategies for Neurodiversity and Dyslexia in Actor Training addresses some of the challenges met by acting students with dyslexia and highlights the abilities demonstrated by individuals with specific learning differences in actor training. The book offers six tested teaching strategies, created from practical and theoretical research investigations with dyslexic acting students, using the methodologies of case study and action research. Utilizing Shakespeare’s text as a laboratory of practice and drawing directly from the voices and practical work of the dyslexic students themselves, the book explores: the stress caused by dyslexia and how the teacher might ameliorate it through changes in their practice the theories and discourse surrounding the label of dyslexia the visual, kinaesthetic, and multisensory processing preferences demonstrated by some acting students assessed as dyslexic acting approaches for engaging with Shakespeare’s language, enabling those with dyslexia to develop their authentic voice and abilities a grounding of the words and the meaning of the text through embodied cognition, spatial awareness, and epistemic tools Stanislavski’s method of units and actions and how it can benefit and obstruct the student with dyslexia when working on Shakespeare Interpretive Mnemonics as a memory support and hermeneutic process, and the use of color and drawing towards an autonomy in live performance This book is a valuable resource for voice and actor training, professional performance, and for those who are curious about emancipatory methods that support difference through humanistic teaching philosophies.
Teaching Strategies for Neurodiversity and Dyslexia in Actor Training: Sensing Shakespeare
by Petronilla WhitfieldTeaching Strategies for Neurodiversity and Dyslexia in Actor Training addresses some of the challenges met by acting students with dyslexia and highlights the abilities demonstrated by individuals with specific learning differences in actor training. The book offers six tested teaching strategies, created from practical and theoretical research investigations with dyslexic acting students, using the methodologies of case study and action research. Utilizing Shakespeare’s text as a laboratory of practice and drawing directly from the voices and practical work of the dyslexic students themselves, the book explores: the stress caused by dyslexia and how the teacher might ameliorate it through changes in their practice the theories and discourse surrounding the label of dyslexia the visual, kinaesthetic, and multisensory processing preferences demonstrated by some acting students assessed as dyslexic acting approaches for engaging with Shakespeare’s language, enabling those with dyslexia to develop their authentic voice and abilities a grounding of the words and the meaning of the text through embodied cognition, spatial awareness, and epistemic tools Stanislavski’s method of units and actions and how it can benefit and obstruct the student with dyslexia when working on Shakespeare Interpretive Mnemonics as a memory support and hermeneutic process, and the use of color and drawing towards an autonomy in live performance This book is a valuable resource for voice and actor training, professional performance, and for those who are curious about emancipatory methods that support difference through humanistic teaching philosophies.
Pedagogical Alliances between Indigenous and Non-Dualistic Cultures: Meta-Cultural Education (Routledge International Studies in the Philosophy of Education)
by Neal DreamsonPedagogical Alliances Between Indigenous and Non-Dualistic Cultures examines Indigenous education for authentic intercultural education. It critically reviews various Indigenous cultural and educational perspectives in Western education contexts, addresses relevant meta-cultural concerns, argues for pedagogical alliances cross non-dualistic cultures/religions, and articulates metaphysical approaches to the alliances. Throughout the book, the author argues that methodological enhancement of Indigenous culture can be made by proposing new values that emerge from authentic intercultural interaction, which is transcendental to the binary oppositions of Indigenous and Western education. To do so, the author discovers pedagogical and methodological vulnerabilities of Indigenous culture in Western education systems, and proposes its pedagogical alliances with non-dualistic cultures (such as Buddhist mindful pedagogy, Confucius virtues pedagogy, and Hindu contemplative pedagogy) to overcome the frame of Indigenous and Western cultures for Indigenous education and to strengthen both Indigenous and non-dualistic education. This is the first book to address the issue of why non-Indigenous cultures other than Western cultures have not been considered in Indigenous and multicultural education. As such it is an invaluable text for education academics and post-graduate students specialising in Indigenous education, cross-cultural education, inclusive pedagogy and intercultural education.
Pedagogical Alliances between Indigenous and Non-Dualistic Cultures: Meta-Cultural Education (Routledge International Studies in the Philosophy of Education)
by Neal DreamsonPedagogical Alliances Between Indigenous and Non-Dualistic Cultures examines Indigenous education for authentic intercultural education. It critically reviews various Indigenous cultural and educational perspectives in Western education contexts, addresses relevant meta-cultural concerns, argues for pedagogical alliances cross non-dualistic cultures/religions, and articulates metaphysical approaches to the alliances. Throughout the book, the author argues that methodological enhancement of Indigenous culture can be made by proposing new values that emerge from authentic intercultural interaction, which is transcendental to the binary oppositions of Indigenous and Western education. To do so, the author discovers pedagogical and methodological vulnerabilities of Indigenous culture in Western education systems, and proposes its pedagogical alliances with non-dualistic cultures (such as Buddhist mindful pedagogy, Confucius virtues pedagogy, and Hindu contemplative pedagogy) to overcome the frame of Indigenous and Western cultures for Indigenous education and to strengthen both Indigenous and non-dualistic education. This is the first book to address the issue of why non-Indigenous cultures other than Western cultures have not been considered in Indigenous and multicultural education. As such it is an invaluable text for education academics and post-graduate students specialising in Indigenous education, cross-cultural education, inclusive pedagogy and intercultural education.
At the Verge of Inclusiveness: A Study of Learning Support in Post-Compulsory Education (Routledge Revivals)
by Chris HewitsonPublished in 1998, this book provides an analysis of the development of learning support for students with special needs from the 1970s to the present. Based on case study research the book examines the complexities of defining special needs and considers ways in which marginalization of students is created and maintained.
At the Verge of Inclusiveness: A Study of Learning Support in Post-Compulsory Education (Routledge Revivals)
by Chris HewitsonPublished in 1998, this book provides an analysis of the development of learning support for students with special needs from the 1970s to the present. Based on case study research the book examines the complexities of defining special needs and considers ways in which marginalization of students is created and maintained.
Rethinking Student Belonging in Higher Education: From Bourdieu to Borderlands
by Kate Carruthers ThomasArguing for an understanding of belonging in higher education as relational, complex and negotiated, particularly in reference to non-traditional students, Rethinking Student Belonging in Higher Education counters prevailing assumptions for what it means to belong and how institutional policy is shaped and implemented around traditional students. Bringing theoretical insights into institutional areas of policy and practice, this book: considers what it means to belong as a non-traditional student in a higher education environment designed for traditional students; presents the argument for belonging in line with theoretical insights of Bourdieu, Brah and Massey; illustrates belonging through case studies drawn from empirical research; and presents the argument for a borderland analysis of belonging in higher education, identifying key features and advantages of this theoretical framework. Reframing belonging within a neo-liberal, marketised higher education sector, Rethinking Student Belonging in Higher Education is a topical and accessible point of reference for any academic in the field of higher education policy and practice, as well as those involved in ensuring widening participation, equality, diversity, inclusion and fair access.
Rethinking Student Belonging in Higher Education: From Bourdieu to Borderlands
by Kate Carruthers ThomasArguing for an understanding of belonging in higher education as relational, complex and negotiated, particularly in reference to non-traditional students, Rethinking Student Belonging in Higher Education counters prevailing assumptions for what it means to belong and how institutional policy is shaped and implemented around traditional students. Bringing theoretical insights into institutional areas of policy and practice, this book: considers what it means to belong as a non-traditional student in a higher education environment designed for traditional students; presents the argument for belonging in line with theoretical insights of Bourdieu, Brah and Massey; illustrates belonging through case studies drawn from empirical research; and presents the argument for a borderland analysis of belonging in higher education, identifying key features and advantages of this theoretical framework. Reframing belonging within a neo-liberal, marketised higher education sector, Rethinking Student Belonging in Higher Education is a topical and accessible point of reference for any academic in the field of higher education policy and practice, as well as those involved in ensuring widening participation, equality, diversity, inclusion and fair access.
Leading Change in Teacher Education: Lessons from Countries and Education Leaders around the Globe (Teacher Quality and School Development)
by Thuwayba Al Barwani Maria Assunção Flores David ImigThe international attempt to expand schooling despite dealing with an insufficient number of trained teachers has placed significant pressure on teacher education. Continued effort to change all aspects of teacher education, including ways of learning, methods of practice, institution interaction and assessment of teaching ability, in order to fulfil the desire to offer inclusive and equitable teaching for all, is a serious consideration. In response to this increased attention on cross-national campaigns, Leading Change in Teacher Education features discussions covering what has been done, how and why the change has happened, the journey itself and the challenges encountered along the way, alongside contributions from international academics who share their reflections and suggestions for a way forward, despite a global shortage of teachers. Strategies surrounding the design and delivery of education now centre on improving how teachers are prepared, supported and evaluated. Leading Change in Teacher Education captures the stories of international change leaders by: Providing details of both the successes and challenges faced Presenting innovative practices in teacher education from around the world Describing the strategies put in place to ensure that teacher education is developing The topics discussed are relevant for educators, policymakers and international organizations involved in the design and implementation of programmes in teacher education. Leading Change in Teacher Education is also an invaluable resource for those looking to increase the changes occurring within teacher education.
Leading Change in Teacher Education: Lessons from Countries and Education Leaders around the Globe (Teacher Quality and School Development)
by Thuwayba Al Barwani Maria Assunção Flores David ImigThe international attempt to expand schooling despite dealing with an insufficient number of trained teachers has placed significant pressure on teacher education. Continued effort to change all aspects of teacher education, including ways of learning, methods of practice, institution interaction and assessment of teaching ability, in order to fulfil the desire to offer inclusive and equitable teaching for all, is a serious consideration. In response to this increased attention on cross-national campaigns, Leading Change in Teacher Education features discussions covering what has been done, how and why the change has happened, the journey itself and the challenges encountered along the way, alongside contributions from international academics who share their reflections and suggestions for a way forward, despite a global shortage of teachers. Strategies surrounding the design and delivery of education now centre on improving how teachers are prepared, supported and evaluated. Leading Change in Teacher Education captures the stories of international change leaders by: Providing details of both the successes and challenges faced Presenting innovative practices in teacher education from around the world Describing the strategies put in place to ensure that teacher education is developing The topics discussed are relevant for educators, policymakers and international organizations involved in the design and implementation of programmes in teacher education. Leading Change in Teacher Education is also an invaluable resource for those looking to increase the changes occurring within teacher education.
Conversations with Families of Children with Disabilities: Insights for Teacher Understanding
by Victoria I. Puig Susan L. RecchiaConversations with Families of Children with Disabilities creates a space for diverse families of children with disabilities to share their stories with pre-service and in-service teachers. Specifically designed for professionals preparing to work with families of children with disabilities, this text invites the reader to listen in as families reflect on their personal journeys in conversation with the authors. This powerful book helps educators develop a deeper understanding of families and enhance their capacity for authentic partnerships.
Conversations with Families of Children with Disabilities: Insights for Teacher Understanding
by Victoria I. Puig Susan L. RecchiaConversations with Families of Children with Disabilities creates a space for diverse families of children with disabilities to share their stories with pre-service and in-service teachers. Specifically designed for professionals preparing to work with families of children with disabilities, this text invites the reader to listen in as families reflect on their personal journeys in conversation with the authors. This powerful book helps educators develop a deeper understanding of families and enhance their capacity for authentic partnerships.
Narrative and Metaphor in Education: Look Both Ways
by Michael Hanne Anna A. KaalHuman beings rely equally on narrative (or storytelling) and metaphor (or analogy) for making sense of the world. Narrative and Metaphor in Education integrates the two perspectives of narrative and metaphor in educational theory and practice at every level from pre-school to lifelong civic education. Bringing together outstanding educational researchers, the book interweaves for the first time the rich strand of current research about how narrative may be used productively in education with more fragmentary research on the role of metaphor in education and invites readers to ‘look both ways.’ The book consists of research by 40 academics from many countries and disciplines, describing and analysing the intricate connections between narrative and metaphor as they manifest themselves in many fields of education, including: concepts of education, teacher identity and reflective practice, teaching across cultures, teaching science and history, using digital and visual media in teaching, fostering reconciliation in a postcolonial context, special needs education, civic and social education and educational policy-making. It is unique in combining study of the narrative perspective and the metaphor perspective, and in exploring such a comprehensive range of topics in education. Narrative and Metaphor in Education will be of great interest to academics and researchers in the fields of education and educational policy, as well as teacher educators, practising and future teachers. It will also appeal to psychologists, sociologists, applied linguists and communications specialists.