'This book is a very useful resource for setting leaders undertaking advanced study, such as Early Years Professional Status and the National Professional Qualification in Integrated Centre Leadership.
Your teacher training or professional development course will now probably include Masters level assessment and credits as teaching 'becomes an M-level profession' and a greater emphasis is placed on helping teachers develop deeper understandings about aspects of learning and teaching through a higher level of critical reflection.
This Fourth Edition of Language and Literacy in the Early Years has been fully revised and updated to reflect current professional interests and the latest developments in the field.
'[T]his second edition book is a welcome contribution to the early years literature base, providing much needed information and a somewhat innovative response concerning how effectively to translate the Early Years Foundation Stage into practice' - Early Years`This second edition of Learning in the Early Years has been fully updated to bring it in line with the Statutory Framework for the Early Years Foundation Stage.
Taking the discussion about cultural diversity beyond the usual topics of anti-racism and inclusion but without overlooking these issues, this book considers current debates around the alleged failure of multiculturalism, and encourages practitioners to utilise their own cultural backgrounds and experiences as a way of developing their teaching.
`This is an invigorating and very thought-provoking text, that I would recommend to all early years professionals, parents and citizens interested in developing their understanding of early years philosophy in action, which is directly linked to a compelling research paradigm and deep reflection alongside a sound theoretical base' - Early Years`I would recommend this book to practitioners interested in reflecting on their own practice and approach to assessment.
Many parts of the world are experiencing rapid demographic restructuring, resulting in an ageing population with increasingly significant work and care pressures on cohorts less able or willing to provide support.
This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value.
This book represents the outcome of the joint activities of a group of scholars who were concerned about the lack of international research in play for children from birth to 3 years.
Science is more than a compilation of facts and figures, although one would not know that from observing classroom lessons in science in elementary schools in many parts of the world.
The International Handbook of Student Experience in Elementary and Secondary School brings together in a single volume the groundbreaking work of scholars who have conducted studies of student experiences of school in Afghanistan, Australia, Canada, England, Ghana, Ireland, Pakistan, and the United States.
This book is a comparative study of how early childhood educational policies and initiatives in three countries-China, India, and the United States-have been utilized as both direct and indirect strategies for responding to fierce global economic competition.
This book traces the birth and evolution of the creche in France, England, Germany, Russia and Italy from the mid-nineteenth century to the eve of the Second World War, in an attempt to understand from a transnational viewpoint the history of an institution for very young children that was very different from what we know today.
This book explores the effects of the REACH program (Recruiting and Enlightening through Access to and Communication with High-need schools), a seven-year initiative devised to help find, attract, and prepare diverse teacher candidates interested in working with young children.
This book advances an environmental approach to enhancing creativity in schools, by interweaving educational creativity theory with creative industries environmental approaches.
This book presents innovative strategies for teaching the Chinese language to English-speaking students around the world, using in-depth research arising from a long-running and successful Chinese language teaching programme in Sydney.
In an examination of the impact of education policy on Australia's diverse student population, this book asks if increasing the years of compulsory schooling can make the positive social impact its proponents claim.
The new edition of this established core textbook continues to give an insightful, authoritative and accessible overview of competing theoretical positions on the sociological study of childhood.
This book argues that the structure of public education is a key factor in the failure of America's public education system to fulfill the intellectual, civic, and moral aims for which it was created.
Inequality in Gifted and Talented Programs examines the relationship between gifted and talented (G&T) education, school choice, and racialized tracking within New York City elementary schools.
This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness.
Competition and Compassion in Chinese Secondary Education examines the nature of academic competition in Chinese schools and documents its debilitating effects on Chinese adolescents' social, moral, and civic development.
This book examines differing classroom pedagogies in two early childhood programs serving vulnerable populations in Chicago, one program Reggio Emilia-inspired, while the other uses a more didactic pedagogy.
Owens provides a historical analysis of the ideological movements and reform efforts leading to the Common Core State Standards, beginning with conservative criticism of public schools in the 1930s and culminating in a convergence of the political right and left in efforts to systemically reform education based on free market principles.
