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International Schools, Teaching and Governance: An Autoethnography of a Teacher in Conflict
by Carmen BlythThis book examines how injustice based on social positioning is performed within the context of international schools. Drawing on the lived experiences of an international school teacher, it proposes and explores the notion that teachers, in being constituted and positioned as subordinate within the hierarchy that is the international school, leads to their being wronged on three counts: epistemically for being wrongfully mistrusted; ethically for being wrongfully excluded; and ontologically for being wrongfully positioned as a lesser human being. The book addresses the dearth of research currently available on conflict in international schools and how conflict between teachers and administrators is dealt with in and by such institutions. It will be valuable reading for students and teachers of education and sociology, and those interested in the workings of international schools.
International Schools, Teaching and Governance: An Autoethnography of a Teacher in Conflict
by Carmen BlythThis book examines how injustice based on social positioning is performed within the context of international schools. Drawing on the lived experiences of an international school teacher, it proposes and explores the notion that teachers, in being constituted and positioned as subordinate within the hierarchy that is the international school, leads to their being wronged on three counts: epistemically for being wrongfully mistrusted; ethically for being wrongfully excluded; and ontologically for being wrongfully positioned as a lesser human being. The book addresses the dearth of research currently available on conflict in international schools and how conflict between teachers and administrators is dealt with in and by such institutions. It will be valuable reading for students and teachers of education and sociology, and those interested in the workings of international schools.
‘Other’ Voices in Education—: Stories as Analytical Tool (SpringerBriefs in Education)
by Carmen BlythThis book explores how stories can be used as ‘data’ that prefigure and make possible the numerous permutations of life that comprise existence, and examines how stories can be reconfigured to transform that existence into something 'other'. It uses varied theoretical and critical frameworks such as autoethnography and posthumanism with which to explore the stories shared that go ‘beyond cause and effect’. This book looks to engage with storying and storytelling as inquiry in non-Western ‘worlds’, and looks to make ‘storying’, ‘restor(y)ing’, and ‘stories’ written by non-Western educators the locus of attention. By doing so, it seeks to illustrate what distinctive ways of storying and storytelling can look like in worlds other than those that follow a Western ethico-onto-epistemological worldview. It provides a way to articulate thought that may be commonly omitted in teacher education around the world, and looks at ‘truth’ as situated rather than as totality, local rather than global, with stories used to problematize subject/object positionings within those same stories.
Children and the Power of Stories: Posthuman and Autoethnographic Perspectives in Early Childhood Education (Children: Global Posthumanist Perspectives and Materialist Theories)
by Carmen Blyth Teresa K. AslanianThis book explores how stretching stories through posthuman and autoethnographic perspectives can produce new stories that decolon(ial)ize traditional thinking and approaches to Early Childhood Education (ECE). It demonstrates how stories can provide a different way of knowing, and a way of knowing differently: a way of decolon(ial)izing current discourses of early childhood education within educational institutions.The book uses research and practice in ECE to act as a canvas, a context with which to explore how autoethnography can become other when viewed through a posthumanist lens. As a consequence the chapters and stories within allow for an interplay between the posthumanist and the autoethnographic, an interplay that allows for a very specific type of meaning to emerge; a meaning that traffics in numerous and disruptive possibilities rather than settled certainties. In so doing, authors rethink and perturb the notion of child-centered approaches to knowing, be(com)ing, and doing within the Early Childhood Education context.
Reimagining Delilah’s Afterlives as Femme Fatale: The Lost Seduction (The Library of Hebrew Bible/Old Testament Studies)
by Caroline BlythThe story of Samson and Delilah in Judges 16 has been studied and retold over the centuries by biblical interpreters, artists, musicians, filmmakers and writers. Within these scholarly and cultural retellings, Delilah is frequently fashioned as the quintessential femme fatale - the shamelessly seductive 'fatal woman' whose sexual treachery ultimately leads to Samson's downfall. Yet these ubiquitous portrayals of Delilah as femme fatale tend to eclipse the many other viable readings of her character that lie, underexplored, within the ambiguity-laden narrative of Judges 16 - interpretations that offer alternative and more sympathetic portrayals of her biblical persona. In Reimagining Delilah's Afterlives as Femme Fatale, Caroline Blyth guides readers through an in-depth exploration of Delilah's afterlives as femme fatale in both biblical interpretation and popular culture, tracing the social and historical factors that may have inspired them. She then considers alternative afterlives for Delilah's character, using as inspiration both the Judges 16 narrative and a number of cultural texts which deconstruct traditional understandings of the femme fatale, thereby inviting readers to view this iconic biblical character in new and fascinating lights.
The Bible and Art, Perspectives from Oceania (The Library of Hebrew Bible/Old Testament Studies)
by Caroline Blyth Nasili Vaka’utaThis volume takes readers on a fascinating journey through the visual arts of Aotearoa New Zealand, Australia and the Pacific Islands, contemplating the multivocal dialogues that occur between these artistic media and the texts and traditions of the Bible. With their distinctively antipodean perspectives, contributors explore the innovative ways that both creators and beholders of Oceanic arts draw upon their contexts and cultures in order to open up creative engagements with the stories, themes and theologies of the biblical traditions. Various motifs weave their way throughout the volume, including antipodean landscapes and ecology, (post)colonialism, philosophy, Oceanic spiritualities and the often contested engagements between western and indigenous cultures. Within this weaving process, each essay invites readers to contemplate these various forms of visual culture through Oceanic eyes, and to appreciate the fresh insights that this process can bring to reading and interpreting the biblical traditions. The result is a rich and interdisciplinary array of conversations that will capture the attention of readers within the fields of biblical reception studies, cultural studies, theology and art history.
Reimagining Delilah’s Afterlives as Femme Fatale: The Lost Seduction (The Library of Hebrew Bible/Old Testament Studies)
by Dr Caroline BlythThe story of Samson and Delilah in Judges 16 has been studied and retold over the centuries by biblical interpreters, artists, musicians, filmmakers and writers. Within these scholarly and cultural retellings, Delilah is frequently fashioned as the quintessential femme fatale - the shamelessly seductive 'fatal woman' whose sexual treachery ultimately leads to Samson's downfall. Yet these ubiquitous portrayals of Delilah as femme fatale tend to eclipse the many other viable readings of her character that lie, underexplored, within the ambiguity-laden narrative of Judges 16 - interpretations that offer alternative and more sympathetic portrayals of her biblical persona. In Reimagining Delilah's Afterlives as Femme Fatale, Caroline Blyth guides readers through an in-depth exploration of Delilah's afterlives as femme fatale in both biblical interpretation and popular culture, tracing the social and historical factors that may have inspired them. She then considers alternative afterlives for Delilah's character, using as inspiration both the Judges 16 narrative and a number of cultural texts which deconstruct traditional understandings of the femme fatale, thereby inviting readers to view this iconic biblical character in new and fascinating lights.
Exclusion From School: Multi-professional Approaches To Policy And Practice
by Eric Blyth Judith MilnerThe number of pupils excluded from school has risen sharply over the past few years. To a great extent, this can be directly attributed to the increased competition between schools, following the introduction of the 1988 Education Reform Act. Many schools are concerned that children with behavioural problems will damage the image of the school and so can be reluctant to admit these pupils to the classroom. However, little has been done to follow up what happens to these pupils once they have been excluded from school, or to examine ways in which their exclusion might be prevented. This collection, written from a range of professional perspectives, examines current trends in exclusion, including the consequences of exclusion. It also gives practical guidance on preventative strategies, based on real life experiences and examines how professionals such as teachers, social workers and other support agencies can work together to help to avoid exclusion.
Exclusion From School: Multi-professional Approaches To Policy And Practice (PDF)
by Eric Blyth Judith MilnerThe number of pupils excluded from school has risen sharply over the past few years. To a great extent, this can be directly attributed to the increased competition between schools, following the introduction of the 1988 Education Reform Act. Many schools are concerned that children with behavioural problems will damage the image of the school and so can be reluctant to admit these pupils to the classroom. However, little has been done to follow up what happens to these pupils once they have been excluded from school, or to examine ways in which their exclusion might be prevented. This collection, written from a range of professional perspectives, examines current trends in exclusion, including the consequences of exclusion. It also gives practical guidance on preventative strategies, based on real life experiences and examines how professionals such as teachers, social workers and other support agencies can work together to help to avoid exclusion.
Exclusion From School: Multi-Professional Approaches to Policy and Practice
by Eric Blyth Judith MilnerThe number of pupils excluded from school has risen sharply over the past few years. To a great extent, this can be directly attributed to the increased competition between schools, following the introduction of the 1988 Education Reform Act. Many schools are concerned that children with behavioural problems will damage the image of the school and so can be reluctant to admit these pupils to the classroom. However, little has been done to follow up what happens to these pupils once they have been excluded from school, or to examine ways in which their exclusion might be prevented. This collection, written from a range of professional perspectives, examines current trends in exclusion, including the consequences of exclusion. It also gives practical guidance on preventative strategies, based on real life experiences and examines how professionals such as teachers, social workers and other support agencies can work together to help to avoid exclusion.
Exclusion From School: Multi-Professional Approaches to Policy and Practice
by Eric Blyth Judith MilnerThe number of pupils excluded from school has risen sharply over the past few years. To a great extent, this can be directly attributed to the increased competition between schools, following the introduction of the 1988 Education Reform Act. Many schools are concerned that children with behavioural problems will damage the image of the school and so can be reluctant to admit these pupils to the classroom. However, little has been done to follow up what happens to these pupils once they have been excluded from school, or to examine ways in which their exclusion might be prevented. This collection, written from a range of professional perspectives, examines current trends in exclusion, including the consequences of exclusion. It also gives practical guidance on preventative strategies, based on real life experiences and examines how professionals such as teachers, social workers and other support agencies can work together to help to avoid exclusion.
Improving School Attendance
by Eric Blyth Judith MilnerAlthough pupil disaffection has been a major concern to professionals, policy makers and researchers for quite some time, recent professional books in the area tend to focus on behaviour and exclusion from schools. Despite considerable government funding in both LEA's and schools- to promote new measures to improve school attendance, non-attendance at school is a relatively neglected topic as far as serious researched-based literature is concerned. This book will be the first in several years concerned with non-attendance. Previously unpublished research material in the book will provide a multi-disciplinary evaluation of practice at LEA, whole school and individual levels.
Improving School Attendance
by Eric Blyth Judith MilnerAlthough pupil disaffection has been a major concern to professionals, policy makers and researchers for quite some time, recent professional books in the area tend to focus on behaviour and exclusion from schools. Despite considerable government funding in both LEA's and schools- to promote new measures to improve school attendance, non-attendance at school is a relatively neglected topic as far as serious researched-based literature is concerned. This book will be the first in several years concerned with non-attendance. Previously unpublished research material in the book will provide a multi-disciplinary evaluation of practice at LEA, whole school and individual levels.
Boosting Learning in the Primary Classroom: Occupational therapy strategies that really work with pupils (nasen spotlight)
by Sheilagh BlythBoosting Learning in the Primary Classroom is your one-stop practical guide to understanding the physical development of children and how this affects their ability to learn. Not only does it explain the reasons behind the theories but provides over 75 practical tips that really work in the classroom. The book is based on a successful five-step approach to help children acquire the skills needed to manage at school and daily life. It works by being able to pinpoint a problem, assists others in recognising the impact that difficulty is having to the child and then provides strategies to develop that child’s specific skills. Using the latest medical research and established occupational therapy techniques to obtain great results, this approach provides teachers with the tools to use different knowledge and strategies to engage children in the learning process. Key ideas explored include: Exploring the reasons for poor handwriting Increasing Disability Awareness The link between body posture and concentration Dyspraxia in a school setting Play develops learning Understanding sensory behaviour By providing teachers with an understanding of physical child development and the impact this has in the classroom, this book demonstrates how teachers can use this knowledge to boost the learning of their primary-aged children. It encourages teachers to identify improvements in the child’s progress of not just educational learning targets but also in physical motor development, using real life case studies, latest theory and tried & tested occupational therapy methods to help every child improve.
Boosting Learning in the Primary Classroom: Occupational therapy strategies that really work with pupils (nasen spotlight)
by Sheilagh BlythBoosting Learning in the Primary Classroom is your one-stop practical guide to understanding the physical development of children and how this affects their ability to learn. Not only does it explain the reasons behind the theories but provides over 75 practical tips that really work in the classroom. The book is based on a successful five-step approach to help children acquire the skills needed to manage at school and daily life. It works by being able to pinpoint a problem, assists others in recognising the impact that difficulty is having to the child and then provides strategies to develop that child’s specific skills. Using the latest medical research and established occupational therapy techniques to obtain great results, this approach provides teachers with the tools to use different knowledge and strategies to engage children in the learning process. Key ideas explored include: Exploring the reasons for poor handwriting Increasing Disability Awareness The link between body posture and concentration Dyspraxia in a school setting Play develops learning Understanding sensory behaviour By providing teachers with an understanding of physical child development and the impact this has in the classroom, this book demonstrates how teachers can use this knowledge to boost the learning of their primary-aged children. It encourages teachers to identify improvements in the child’s progress of not just educational learning targets but also in physical motor development, using real life case studies, latest theory and tried & tested occupational therapy methods to help every child improve.
Development, Experience and Curriculum in Primary Education (Routledge Revivals)
by W.A.L. BlythOriginally published in 1984, this book considers the ever-increasing pressure that teachers are under both to demonstrate and maintain their professional understanding and competence. Curriculum development has long been the subject of scrutiny, with some authorities arguing that the primary curriculum should be a diluted version of the secondary curriculum. Professor Blyth presents a convincing case for a primary curriculum carefully constructed to enhance the relationship between the various aspects of the child’s development and total experience. Initially examining how children in the primary age range do develop and experience the world, the book goes on to consider the implications of this for shaping the curriculum. These are traced through different aspects of the primary curriculum, from physical, moral and aesthetic development to an understanding of the social world. The book concludes with an assessment of this approach to primary education within an international context and prospects for the future. An important work by a leading authority, Development, Experience and Curriculum in Primary Education is a guide to the professional development of primary teachers, building on their experience and judgement.
Development, Experience and Curriculum in Primary Education (Routledge Revivals)
by W.A.L. BlythOriginally published in 1984, this book considers the ever-increasing pressure that teachers are under both to demonstrate and maintain their professional understanding and competence. Curriculum development has long been the subject of scrutiny, with some authorities arguing that the primary curriculum should be a diluted version of the secondary curriculum. Professor Blyth presents a convincing case for a primary curriculum carefully constructed to enhance the relationship between the various aspects of the child’s development and total experience. Initially examining how children in the primary age range do develop and experience the world, the book goes on to consider the implications of this for shaping the curriculum. These are traced through different aspects of the primary curriculum, from physical, moral and aesthetic development to an understanding of the social world. The book concludes with an assessment of this approach to primary education within an international context and prospects for the future. An important work by a leading authority, Development, Experience and Curriculum in Primary Education is a guide to the professional development of primary teachers, building on their experience and judgement.
Funology 2: From Usability to Enjoyment (Human–Computer Interaction Series)
by Mark Blythe Andrew MonkHow should we understand and design for fun as a User Experience? This new edition of a classic book is for students, designers and researchers who want to deepen their understanding of fun in the context of HCI. The 2003 edition was the first book to do this and has been influential in broadening the field. It is the most downloaded book in the Springer HCI Series. This edition adds 14 new chapters that go well beyond the topics considered in 2003. New chapter topics include: online dating, interactive rides, wellbeing, somaesthetics, design fiction, critical design and participatory design methods. The first edition chapters are also reprinted, with new notes by their authors setting the context in which the 2003 chapter was written and explaining the developments since then. Taken with the new chapters this adds up to a total of 35 theoretical and practical chapters written by the most influential thinkers from academia and industry in this field.
Attention, Balance and Coordination: The A.B.C. of Learning Success
by Sally Goddard BlytheAn updated edition of the definitive handbook on the physical basis for learning for professionals involved in education and child development, written by the respected author of acclaimed titles in the field. A comprehensive overview of the relationship between neuromotor maturity and physical development on learning outcomes and behaviour in childhood and later life Explores why early reflexes are important, their functions in early development, their effects on learning and behavior if retained, and the possible effects on other aspects of development Brings together a specialist body of knowledge and makes it accessible to anyone involved in treating the symptoms of specific learning difficulties and emotional problems. Includes new information on the role of the vestibular system in anxiety and agoraphobia, a new chapter of case studies, and an Epilogue placing the INPP Method in a broader scientific context
Attention, Balance and Coordination: The A.B.C. of Learning Success
by Sally Goddard BlytheAttention, Balance and Coordination is the most up-to-date handbook for professionals involved in education and child development, providing a new understanding of the source of specific behavioural problems. Written by a respected author of acclaimed titles in this field Explains why early reflexes are important, their functions in development and their effects on learning, behaviour and beyond - also covers adult neurological dysfunctions anxiety and agoraphobia Builds on an ABC of Attention, Balance and Coordination to create a unique look across specific learning difficulties, linked by common motor skills challenges resulting from neuro-developmental deficiencies Includes the INPP Developmental Screening Questionnaire together with guidance on how to use and interpret it
Attention, Balance and Coordination: The A.B.C. of Learning Success
by Sally Goddard BlytheAn updated edition of the definitive handbook on the physical basis for learning for professionals involved in education and child development, written by the respected author of acclaimed titles in the field. A comprehensive overview of the relationship between neuromotor maturity and physical development on learning outcomes and behaviour in childhood and later life Explores why early reflexes are important, their functions in early development, their effects on learning and behavior if retained, and the possible effects on other aspects of development Brings together a specialist body of knowledge and makes it accessible to anyone involved in treating the symptoms of specific learning difficulties and emotional problems. Includes new information on the role of the vestibular system in anxiety and agoraphobia, a new chapter of case studies, and an Epilogue placing the INPP Method in a broader scientific context
Attention, Balance and Coordination: The A.B.C. of Learning Success
by Sally Goddard BlytheAttention, Balance and Coordination is the most up-to-date handbook for professionals involved in education and child development, providing a new understanding of the source of specific behavioural problems. Written by a respected author of acclaimed titles in this field Explains why early reflexes are important, their functions in development and their effects on learning, behaviour and beyond - also covers adult neurological dysfunctions anxiety and agoraphobia Builds on an ABC of Attention, Balance and Coordination to create a unique look across specific learning difficulties, linked by common motor skills challenges resulting from neuro-developmental deficiencies Includes the INPP Developmental Screening Questionnaire together with guidance on how to use and interpret it
Neuromotor Immaturity in Children and Adults: The INPP Screening Test for Clinicians and Health Practitioners
by Sally Goddard BlytheAvailable to healthcare professionals for the first time, this book contains proven screening tests to measure neuromotor immaturity in children and adults in order to provide a basis for referral and help. Allows practitioners to screen for disorders of movement that can negatively affect educational performance and emotional function in children and adolescents Assesses instances where disorders of movement in adults are affecting thoughts and behavior, as in panic disorder Provides a novel approach for health care professionals observing aberrant reflexes in the absence of more serious pathology Includes reproducible scoring and observation sheets for practice and serves as the perfect complement to Assessing Neuromotor Readiness for Learning
Neuromotor Immaturity in Children and Adults: The INPP Screening Test for Clinicians and Health Practitioners
by Sally Goddard BlytheAvailable to healthcare professionals for the first time, this book contains proven screening tests to measure neuromotor immaturity in children and adults in order to provide a basis for referral and help. Allows practitioners to screen for disorders of movement that can negatively affect educational performance and emotional function in children and adolescents Assesses instances where disorders of movement in adults are affecting thoughts and behavior, as in panic disorder Provides a novel approach for health care professionals observing aberrant reflexes in the absence of more serious pathology Includes reproducible scoring and observation sheets for practice and serves as the perfect complement to Assessing Neuromotor Readiness for Learning
Claudine at St Clare's: Book 7 (St Clare's #Vol. 5)
by Enid BlytonSchooldays at St Clare's are never dull for twins Pat and Isabel O'Sullivan in Enid Blyton's much-loved boarding school series.In book seven, Eileen's mother is the new Matron and Mam'zelle's niece, Claudine, joins St Clare's and causes havoc wherever she goes. The twins are enchanted by rebellious Claudine and her mad-cap plans, but will she last the term?Expect more mischief at St Clare's!Between 1941 and 1946, Enid Blyton wrote six novels set at St Clare's. This edition features the original text and is unillustrated.