Pedagogies of Quiet: Silence and Social Justice in the Classroom started with one teacher's frustration with a room full of quiet students and shifted into exploring why and how teachers can incorporate a quiet praxis into their classrooms.
This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education.
"e;At a time when many schools are struggling to become more inclusive within a contradictory national policy context, this book provides some helpful practical leads.
This book offers critical discussion of developing inclusive theory, practice, and policy that supports the needs and experiences of adult learners within higher education settings in the UK.
This book systematizes the latest findings on the clinical, psychological, and pedagogical features of today's children with special educational needs (SEN) and expands the scientific understanding that characterizes such children.
Offering a clear but critical overview and interrogation of the Special Educational Needs and Disability (SEND) Code of Practice 2015, this book provides the context for understanding recent developments in SEND policy reform.
This book focuses on the lived experiences of underserved student and faculty populations at historically Black colleges and universities (HBCUs) and the implications these experiences have for higher education policy.
Cultivating Diversity and Inclusion: Using Global and Multicultural Children's Literature in Grades K-5, Second Edition shows educators how to assist students in cultivating and appreciating diversity and inclusion in K-5 classrooms.
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force.
This edited volume explores the complexities, challenges, and triumphs of women's leadership in educational settings - from historical margins to contemporary influence.
Against John Ogbu's oppositional culture theory and Claude Steele's disidentification hypothesis, Jesus and the Streets offers a more appropriate structural Marxian hermeneutical framework for contextualizing, conceptualizing, and evaluating the locus of causality for the black male/female intra-racial gender academic achievement gap in the United States of America and the United Kingdom.
This book provides a unique opportunity to explore the current and future state of accessibility, inclusivity, and diversity across higher education and beyond.
This book presents the life stories and lived experiences of 12 individuals who transitioned from the sixth form of a further education college in a traditionally working-class area of the UK, to higher education.
How can teachers facilitate meaningful classroom conversations in which students engage in shared inquiry, building on what others have written or said (even to disagree)?
For success in school and life, students need more than proficiency in academic subjects and good scores on tests; those goals should form the floor, not the ceiling, of their education.
Actionable, road-tested approaches to understanding and tackling poverty in schoolsThe stark reality of poverty and disadvantage in our communities is one of the biggest challenges faced by schools today.
Decolonizing Classroom Management: A Critical Examination of the Cultural Assumptions and Norms in Traditional Practices introduces a framework for decolonizing classroom management which entails critically examining the cultural assumptions and norms embedded in our traditional practices.
Written by a teacher for teachers, the second edition of Ronit Bird's The Dyscalculia Resource Book now comes with 120 games and puzzles and a brand new section on 'mixed operations puzzles' which require learners to switch mentally between addition, subtraction, multiplication and division.
This edited collection centres the reclamation of global counter and Indigenous knowledges, epistemologies, ontologies, axiologies, and cosmovisions that have the capacity to create new educational leadership frameworks that chart courses to visions beyond the current oppressive systems of education.
Do Better illustrates the meaning of ableism through compelling narratives of graduate students in student affairs and higher education graduate preparation programs, who self-identify as disabled.
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities.
Die vorliegende interdisziplinäre Arbeit verbindet die Fachperspektive Deutsch als Zweitsprache (im Bereich Mehrsprachigkeit) mit der erziehungs- und bildungswissenschaftlichen Heterogenitäts- und Inklusionsforschung in der gemeinsamen Schnittstelle einer Inklusiven Sprachbildung.
Rooted in diverse cultures and in distinct regions of the world, Indigenous people have for generations created, maintained, and negotiated clear and explicit relationships with their environments.
In addition to helping us make sense of a deeply complex issue, Race and Assessment in Higher Education: From Conceptualising Barriers to Making Measurable Change provides us with proven guidance for what works in addressing race-based inequities in higher education assessment and what we can do to promote greater racial inclusivity in this space.
