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Combating Educational Disadvantage
Exclusion in schools is always topical Highly respected international contributors
The School Years
The School Years provides a challenging and lively collection of essays on key issues affecting young people in the school setting. It is an essential book for all those concerned with adolescence and education. Since the first edition in 1979, major social changes such as unemployment, AIDS, issues of race and gender, and increasing divorce rates have had a direct impact on education and young people. With these dramatice changes in mind, the contributors take an entirely new and up-to-date approach to current controversial issues such as the relationship of home and school, gender roles, morality, delinquency, and peer groups. Contributors include: John Coleman, Trust for the Study of Adolescence; T. Honess, School of Psychology, University of Wales; Peter Kutnick, Department of Education, University of Sussex; Sally Archer, Trenton State College, USA; Philida Salmon, Institute of Education, University of London; Maurice Chazan; David P. Farrington, Institute of Criminology, Cambridge.
Education and the Social Condition (RLE Edu L)
This book reviews the educational experience of the 1960s and 1970s and to suggest ways of approaching major contemporary themes such as equality, accountability and standards. The author underlines a nineteenth and twentieth-century sociological tradition in analysing education and covers a range of educational themes including aspects of schooling and higher education, education as social policy, knowledge as power, and teaching and adolescence. He draws on the social history of many of the processes, concepts and debates. Parts of the book derive from research into the history and contemporary forms of these problems in the USA. The volume therefore illuminates important contemporary issues in education and society by using historical, sociological and comparative insights.
Handbook of Educational Ideas and Practices (Routledge Revivals)
First published in 1990, the Handbook of Educational Ideas and Practices was written for practitioners and students in the field of education and its related services and was designed to appeal to educationists no matter what their nationality. Focusing mainly on compulsory schooling, it provides summaries of the thinking, research findings, and innovatory practices current at the time. However, the book is also careful to present a complete picture of education and therefore includes a separate section for education beyond school which covers pre-school level, post-secondary level, and adult and continuing education. There are also other chapters dealing with aspects of organization, curriculum, and teaching in various forms of tertiary education. Indeed, each topic has been discussed by an acknowledged expert writing in sufficient detail in order to resist trivialization.
Disruptive Pupil Management
First published in 1986, Disruptive Pupil Management presents a comprehensive overview of the disruptive behaviour in schools in the light of the Elton Report. The emphasis of this book is that a preventative approach to the problem is a more valid response than this crisis management approach which results in pupils being sent to special units. The book therefore stresses the importance of schools managing their own techniques and interpersonal skills, rather than schools importing solutions. This book is a must read for all educationists, teachers, and researchers of primary and secondary education.
A Bibliography on Writing and Written Language
The bibliography offers information on research about writing and written language over the past 50 years. No comprehensive bibliography on this subject has been published since Sattler's (1935) handbook. With a selection of some 27,500 titles it covers the most important literature in all scientific fields relating to writing. Emphasis has been placed on the interdisciplinary organization of the bibliography, creating many points of common interest for literacy experts, educationalists, psychologists, sociologists, linguists, cultural anthropologists, and historians. The bibliography is organized in such a way as to provide the specialist as well as the researcher in neighboring disciplines with access to the relevant literature on writing in a given field. While necessarily selective, it also offers information on more specialized bibliographies. In addition, an overview of norms and standards concerning 'script and writing' will prove very useful for non-professional readers. It is, therefore, also of interest to the generally interested public as a reference work for the humanities.
Childminder (Routledge Revivals)
First published in 1979, this book looks at the subject of childminding in Britain at the time it was written. It is based on a national survey that was commissioned by the Social Science Research Council and on action to help childminders funded by the Wates Foundation at Manchester University, UK. Previous to this study it was calculated that more than one million children under the age of five had a working mother, but little research had been done into childminders themselves. This book evaluates the number and nature of the childminders in Britain that were looking after the nation’s children in the 70s. It argues that parents have a right to choose to work if society can guarantee loving and skilled care for their children. However, the authors suggest that this was not the case at the time and state that childminders were in need of better governmental support.
Applying Psychology in the Classroom
First Published in 1999. Each publication in this series of books is concerned with approaches to intervention with children with specific needs in mainstream schools. This book is written primarily for newly qualified primary teachers and any teachers interested in the application of psychologically based approaches in the classroom. Its orientation is eclectic, drawing on a variety of psychological theories we have found useful in our work as educational psychologists in schools.
The Psychology of Education
The Psychology of Education covers the range of contemporary psychological knowledge applied to education. Completely up-to-date and written in an engaging style, this book covers: *the nature of learning *techniques of assessment with an emphasis on current developments in the national curriculum *recent findings on the impact of differences in individual pupils, schools and teachers *ways of involving and motivating pupils *the importance of social disadvantage, and cultural differences of ethnicity and gender, in determining attainment *the nature of children's language, literacy development and the relationship between them *behavioural problems and how to deal with them *key concepts in...
