This comprehensive guide for new university teachers brings together straightforward and practical advice on small group teaching alongside examples of practice across disciplines.
This comprehensive guide for new university teachers brings together straightforward and practical advice on small group teaching alongside examples of practice across disciplines.
Anti-Racist Educational Leadership and Policy helps educational leaders better comprehend the racial implications and challenges of the current educational policy landscape.
Anti-Racist Educational Leadership and Policy helps educational leaders better comprehend the racial implications and challenges of the current educational policy landscape.
This edited collection addresses the important study of the conditions that support positive intergroup contact that leads to intergroup friendships and prejudice reduction through a multidisciplinary lens.
Positing inclusive education as a cornerstone of democracy, social equality and effective education, this unique book offers a timely response to the recent conservative backlash which has dismissed inclusive education as a field of research and practice which has become outdated and unfit for purpose.
Positing inclusive education as a cornerstone of democracy, social equality and effective education, this unique book offers a timely response to the recent conservative backlash which has dismissed inclusive education as a field of research and practice which has become outdated and unfit for purpose.
Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant or minoritized groups can be used as centerpoints for classroom learning in ways that help all students both to sustain and expand their cultural and linguistic repertoires while developing skills that are valued in formal schooling.
Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant or minoritized groups can be used as centerpoints for classroom learning in ways that help all students both to sustain and expand their cultural and linguistic repertoires while developing skills that are valued in formal schooling.
Based on empirical research in India, this book presents a post-colonial feminist analysis of subjectivities available to Muslim girls and the ways in which they are inhabited and negotiated.
Based on empirical research in India, this book presents a post-colonial feminist analysis of subjectivities available to Muslim girls and the ways in which they are inhabited and negotiated.
This book draws on an extensive international literature and policy context, from a wide range of fields of enquiry, to challenge the orthodoxies and systemic issues that serve to marginalise children and young people and lead the way for schools to become more equitable, inclusive and compassionate in their practice.
This book draws on an extensive international literature and policy context, from a wide range of fields of enquiry, to challenge the orthodoxies and systemic issues that serve to marginalise children and young people and lead the way for schools to become more equitable, inclusive and compassionate in their practice.
Published in 1999, this work suggests that widening participation is not just about changing learner expectations; it is also about changing institutional expectations and practices.
Published in 1999, this work suggests that widening participation is not just about changing learner expectations; it is also about changing institutional expectations and practices.
This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners.
This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners.
Arguing 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.
Arguing 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.
First published in 1999, this book gives an inventory of factors contributing to ethnic prejudice in seven countries and the role of formal education among them on the basis of national surveys.
First published in 1999, this book gives an inventory of factors contributing to ethnic prejudice in seven countries and the role of formal education among them on the basis of national surveys.
A Critical Analysis of Sexuality Education in the United States explores the development of sexuality education in North America and uses economic, legal, and psychological paradigms to identify and trace exclusionary programming and practices in schools.
First published in 1998, this volume compares disability services and strategies along with students with disabilities across various countries around the world.
First published in 1997, this volume contributes to the debate on the ground-breaking Technical and Vocational Education Initiative (TVEI) introduced by Margaret Thatcher by exploring the implications of its equal opportunities policy.
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners.
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners.
This book offers a unique focus on the well-being of Chinese and South/Southeast Asian students in the context of Hong Kong, and in particular the experience of integrating these young people into its schooling system.
This book offers a unique focus on the well-being of Chinese and South/Southeast Asian students in the context of Hong Kong, and in particular the experience of integrating these young people into its schooling system.
Marking the 40th anniversary of the Warnock Enquiry (1978) into special education in the UK and capturing the coverage of a public debate on special educational needs and disabilities (SEND) hosted by the University College London Institue of Education (2018), this volume explores the legacy of the Enquiry, considering how it has impacted on policy and practice relating to SEND and inclusion, and how it will continue to do so.
Marking the 40th anniversary of the Warnock Enquiry (1978) into special education in the UK and capturing the coverage of a public debate on special educational needs and disabilities (SEND) hosted by the University College London Institue of Education (2018), this volume explores the legacy of the Enquiry, considering how it has impacted on policy and practice relating to SEND and inclusion, and how it will continue to do so.
A timely contribution to the debate on educational governance and equality, the World Yearbook of Education 2020 documents the significant changes that have occurred in the last 20 years reflecting a widespread shift from government to governance.
A timely contribution to the debate on educational governance and equality, the World Yearbook of Education 2020 documents the significant changes that have occurred in the last 20 years reflecting a widespread shift from government to governance.
First published in 1997, this study is an attempt to read and critique answers to that question, answers offered in policy and provision, and answers to those answers, in talk and texts, and in classroom performances, an often fraught 'conversation' which goes on in spirals.
First published in 1997, this study is an attempt to read and critique answers to that question, answers offered in policy and provision, and answers to those answers, in talk and texts, and in classroom performances, an often fraught 'conversation' which goes on in spirals.
Improving Postsecondary Choice and Pathways explores the influences and experiences throughout a student's transition from secondary to postsecondary education, with an emphasis on the fit between academic readiness and institutional selectivity.
