- Table View
- List View
By Degrees: From care to university (PDF)
by Margaret Quigley Sarah Ajayi Sonia JacksonBy Degrees is a report from a five-year study following three successive groups of young people entering higher education from a background in local authority care. Theirs is a remarkable achievement, far surpassing the educational attainment of the majority of care leavers. The report tracks them through their first year of university. The main purpose of this book is to help local authorities fulfil their obligations to support care leavers by providing adequate financial and personal support to enable care leavers to access higher education and gain maximum benefit from their time at university. The book argues that local authorities must be prepared to provide realistic levels of financial support if they hope to raise the attainment of children in their care and for more care leavers to enter higher education. Universities and colleges also have their part to play and should be proactive in raising the aspirations of young people in public care and encouraging them to apply for places.
The Call For Diversity: Pressure, Expectation, and Organizational Response in the Postsecondary Setting (RoutledgeFalmer Studies in Higher Education)
by David J. SiegelThis book explores the organizational responses of professional schools and colleges to pressures, demands, requirements, expectations, and incentives related to diversity. The macro-organizational perspective supplies much-needed balance and complexity to traditional depictions of post-secondary institutions as largely self-motivated in their diversity efforts.
The Call For Diversity: Pressure, Expectation, and Organizational Response in the Postsecondary Setting (RoutledgeFalmer Studies in Higher Education)
by David J. SiegelThis book explores the organizational responses of professional schools and colleges to pressures, demands, requirements, expectations, and incentives related to diversity. The macro-organizational perspective supplies much-needed balance and complexity to traditional depictions of post-secondary institutions as largely self-motivated in their diversity efforts.
Call to Teacher Leadership
by Sally J. Zepeda R. Stewart Mayers Brad BensonThe Call to Teacher Leadership demonstrates the many ways teachers can be leaders without having to opt out of the classroom full-time. It examines formal leadership positions – instructional coordinators, lead teachers, department chairs, etc. – as well as informal leadership roles – nurturing colleagues, supporting the instructional program, participating in decision making, etc. With practical examples and case studies, this book provides details about how teachers have participated in the leadership of their schools and districts. Examples come from elementary, middle, and high schools across the country.
Call to Teacher Leadership
by Sally J. Zepeda R. Stewart Mayers Brad BensonThe Call to Teacher Leadership demonstrates the many ways teachers can be leaders without having to opt out of the classroom full-time. It examines formal leadership positions – instructional coordinators, lead teachers, department chairs, etc. – as well as informal leadership roles – nurturing colleagues, supporting the instructional program, participating in decision making, etc. With practical examples and case studies, this book provides details about how teachers have participated in the leadership of their schools and districts. Examples come from elementary, middle, and high schools across the country.
Cartooning, Caricature and Animation Made Easy
by Chuck ThorndikeWritten by an experienced teacher of cartooning, this volume combines The Secrets of Cartooning, the author's first and more elementary book, and The Art of Cartooning, his follow-up, in which he answered questions raised by readers of his earlier book. Each volume in this double edition is complete in itself as a series of lessons. The first part focuses on such basics as drawing the head, hands, and clothing; creating expressions; conveying motion; and obtaining shading effects. The second section presents a series of lessons in anatomy, followed by advice about drawing caricatures and detailed instructions for creating images for animated features and political cartoons.
Case Studies of Teacher Development: An In-Depth Look at How Thinking About Pedagogy Develops Over Time
by Barbara B. LevinThis book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking. These studies illustrate how teachers' thinking--about children's behavior, development, learning, and teaching--develops over time, based on their personal and professional life experiences. It is an especially significant book because understanding how pedagogical thought develops over time and how these ideas are put into action in classrooms can be used to improve teacher education, teacher induction, and teacher retention programs. Case Studies of Teacher Development: An In-Depth Look At How Thinking About Pedagogy Develops Over Time: *provides insight into reasons why some teachers remain and others leave the teaching profession; *combines narrative with scholarship; *highlights the voices of four educators through extensive quotes from their interviewers, includes vignettes of their classroom teaching, and incorporates their own writing; *contributes to the field of teacher education and teacher development because of the long duration of the four case studies (1985-2000) and the accompanying scholarly analysis of internal and external influences on their lives as teachers; and *addresses changes in the nature of qualitative research as it influenced this longitudinal study over time. At a time when teacher induction and teacher retention are critically important, this book will help teacher educators, school and district leaders, and policymakers understand better how to retain novice and experienced teachers by supporting their professional growth and development.
Case Studies of Teacher Development: An In-Depth Look at How Thinking About Pedagogy Develops Over Time
by Barbara B. LevinThis book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking. These studies illustrate how teachers' thinking--about children's behavior, development, learning, and teaching--develops over time, based on their personal and professional life experiences. It is an especially significant book because understanding how pedagogical thought develops over time and how these ideas are put into action in classrooms can be used to improve teacher education, teacher induction, and teacher retention programs. Case Studies of Teacher Development: An In-Depth Look At How Thinking About Pedagogy Develops Over Time: *provides insight into reasons why some teachers remain and others leave the teaching profession; *combines narrative with scholarship; *highlights the voices of four educators through extensive quotes from their interviewers, includes vignettes of their classroom teaching, and incorporates their own writing; *contributes to the field of teacher education and teacher development because of the long duration of the four case studies (1985-2000) and the accompanying scholarly analysis of internal and external influences on their lives as teachers; and *addresses changes in the nature of qualitative research as it influenced this longitudinal study over time. At a time when teacher induction and teacher retention are critically important, this book will help teacher educators, school and district leaders, and policymakers understand better how to retain novice and experienced teachers by supporting their professional growth and development.
Catch Minitales: Short Science Fiction stories with a sting!
by Steve BowkettThis book is part of an educational package called StoryMaker Catch Pack, which uses fiction as a resource for learning. What does Peeta do when aliens invade his planet? Why does Kane watch the skies every night of his life? How does Hector F. Payne save the world? Where can you find robots, giant rats, alien invaders, supercomputers...Catch Minitales - the Science Fiction Collection Here are 26 very short stories to fill you with wonder and excitement. Do you dare to journey through time and space?
Catholic Higher Education in Protestant America: The Jesuits and Harvard in the Age of the University
by Kathleen A. MahoneyIn 1893 Harvard University president Charles W. Eliot, the father of the modern university, helped implement a policy that, in effect, barred graduates of Jesuit colleges from regular admission to Harvard Law School. The resulting controversy—bitterly contentious and widely publicized—was a defining moment in the history of American Catholic education, illuminating on whose terms and on what basis Catholics and Catholic colleges would participate in higher education in the twentieth century.In Catholic Higher Education in Protestant America, Kathleen Mahoney considers the challenges faced by Catholics as the age of the university opened. She describes how liberal Protestant educators such as Eliot linked the modern university with the cause of a Protestant America and how Catholic students and educators variously resisted, accommodated, or embraced Protestant-inspired educational reforms. Drawing on social theories of cultural hegemony and insider-outsider roles, Mahoney traces the rise of the Law School controversy to the interplay of three powerful forces: the emergence of the liberal, nonsectarian research university; the development of a Catholic middle class whose aspirations included attendance at such institutions; and the Catholic church's increasingly strident campaign against modernism and, by extension, the intellectual foundations of modern academic life.
Centering Educational Administration: Cultivating Meaning, Community, Responsibility
by Robert J. StarrattIn this book, Starratt enters the national conversation among educational administration scholars and practitioners about what constitutes the core of their knowledge and practice. In Part I, he develops three main themes--cultivating meaning, community, and moral responsibility--which he then positions against national themes about the core of educational administration: school improvement, democratic community, and social justice. Rather than focusing on the routine managerial tasks normally associated with school administration (budgeting, personnel and legal problems, time and resource management, etc.), this text asks aspiring school leaders to reflect first on the underlying philosophical and sociological perspectives that constitute the substance of administrative work in education. Centering Educational Administration provides: *A Unique Perspective on Leadership--The author views leadership as organically related to teaching and learning, as concerned with internal capacity building in response to state-imposed accountability pressures, and as an existential process of writing one's autobiography through their day-to-day work. *An Interdisciplinary View of Educational Administration--Centering Educational Administration asks educational administrators to bring contemporary philosophical, ethical, and anthropological issues, as well as learning theory, social theory, and political theory into their thinking about the daily operation of the school. *A Unique Perspective on School Improvement--This text asserts that school improvement narrowly defined as improving results on high-stakes tests can likewise place the nation at risk. An equally important agenda is teaching the young the basic satisfactions, norms, and potential of using their knowledge in the service of the community and of a wider humanity. *Exercises in Reflective Practice--This book challenges the reader to use the ideas of each chapter to analyze the current practices in their school and to propose concrete changes to improve the teaching and learning environment of their school.
Centering Educational Administration: Cultivating Meaning, Community, Responsibility
by Robert J. StarrattIn this book, Starratt enters the national conversation among educational administration scholars and practitioners about what constitutes the core of their knowledge and practice. In Part I, he develops three main themes--cultivating meaning, community, and moral responsibility--which he then positions against national themes about the core of educational administration: school improvement, democratic community, and social justice. Rather than focusing on the routine managerial tasks normally associated with school administration (budgeting, personnel and legal problems, time and resource management, etc.), this text asks aspiring school leaders to reflect first on the underlying philosophical and sociological perspectives that constitute the substance of administrative work in education. Centering Educational Administration provides: *A Unique Perspective on Leadership--The author views leadership as organically related to teaching and learning, as concerned with internal capacity building in response to state-imposed accountability pressures, and as an existential process of writing one's autobiography through their day-to-day work. *An Interdisciplinary View of Educational Administration--Centering Educational Administration asks educational administrators to bring contemporary philosophical, ethical, and anthropological issues, as well as learning theory, social theory, and political theory into their thinking about the daily operation of the school. *A Unique Perspective on School Improvement--This text asserts that school improvement narrowly defined as improving results on high-stakes tests can likewise place the nation at risk. An equally important agenda is teaching the young the basic satisfactions, norms, and potential of using their knowledge in the service of the community and of a wider humanity. *Exercises in Reflective Practice--This book challenges the reader to use the ideas of each chapter to analyze the current practices in their school and to propose concrete changes to improve the teaching and learning environment of their school.
Centred on Learning: Academic Case Studies on Learning Centre Development
by Edward OystonThie title was first published in 2003. Computer technology and changing student needs have prompted universities to develop modern learning centres offering both virtual and physical learning space fit for all types of study and research. This book demonstrates with detailed case studies how the learning centre model has been introduced at four UK universities with different constraints and priorities: Sheffield Hallam, Leeds Metropolitan, Aberdeen and Lincoln. The authors start by outlining the national higher education context and other internal and external drivers for change, then explaining how these shaped their particular centre's development as they underwent radical change in role, organization, range and nature of service provision - particularly the use of IT in learning and teaching support. Highlighting the differences between the institutions, authors from the four learning centres analyse the implications of changes for staff - in terms of working practices, interdisciplinary skills and internal culture - and how problems were managed. They go on to describe how the needs of all types of students were considered and to what extent, from both student and staff perspectives, they were satisfied. A whole chapter is dedicated to the process of building new partnerships with academic staff and other university service providers - essential for operational convergence and integrated service provision. The following chapter focuses on the development of the physical environment and how the building itself is adapted to modern teaching and learning models. The book ends by outlining the evaluation process and suggested next steps for further improvement. Appendices include sample job descriptions and person specifications. Demands for greater efficiency and responsiveness to student needs have to be met in the context of institutional strategies and priorities. This book offers an insight into four universities' different experiences which will help those at the forefront of such.
Centred on Learning: Academic Case Studies on Learning Centre Development
by Edward OystonThie title was first published in 2003. Computer technology and changing student needs have prompted universities to develop modern learning centres offering both virtual and physical learning space fit for all types of study and research. This book demonstrates with detailed case studies how the learning centre model has been introduced at four UK universities with different constraints and priorities: Sheffield Hallam, Leeds Metropolitan, Aberdeen and Lincoln. The authors start by outlining the national higher education context and other internal and external drivers for change, then explaining how these shaped their particular centre's development as they underwent radical change in role, organization, range and nature of service provision - particularly the use of IT in learning and teaching support. Highlighting the differences between the institutions, authors from the four learning centres analyse the implications of changes for staff - in terms of working practices, interdisciplinary skills and internal culture - and how problems were managed. They go on to describe how the needs of all types of students were considered and to what extent, from both student and staff perspectives, they were satisfied. A whole chapter is dedicated to the process of building new partnerships with academic staff and other university service providers - essential for operational convergence and integrated service provision. The following chapter focuses on the development of the physical environment and how the building itself is adapted to modern teaching and learning models. The book ends by outlining the evaluation process and suggested next steps for further improvement. Appendices include sample job descriptions and person specifications. Demands for greater efficiency and responsiveness to student needs have to be met in the context of institutional strategies and priorities. This book offers an insight into four universities' different experiences which will help those at the forefront of such.
Cereal Superfan: A Bloomsbury Young Reader (Bloomsbury Young Readers)
by Julia Donaldson Garry ParsonsStephen Rice is a cereal superfan. So when his supply of Cracklewheat, Corncrunch, Toastyoats and Choc-o-not-hoops runs out, Stephen is devastated. But there's a competition to win a lifetime supply – if Stephen can build the perfect cereal...This hilarious story from one of the nation's most loved writers, Julia Donaldson (author of The Gruffalo), is perfect for children who are learning to read by themselves and for Key Stage 1. It features engaging illustrations by Garry Parsons and quirky characters young readers will find hard to resist. Bloomsbury Young Readers are the perfect way to get children reading, with book-banded stories by brilliant authors like Julia Donaldson. They are packed with gorgeous colour illustrations and include inside cover notes to help adults reading with children, as well as ideas for activities related to the stories.Book band: LimeQuizzed for Accelerated ReaderIdeal for ages: 6+
Ceri Grafu (Cyfres Pen Dafad)
by Bethan GwanasNofel gyfoes am ferch yn ei harddegau sy'n teimlo bod pawb a phopeth yn ei herbyn, a hynny'n bennaf am na chaiff chwarae i dîm pêl-droed yr ysgol am mai merch ydyw, ond a gaiff ei hannog i ddyfalbarhau gan gymdoges, gyda chanlyniadau ardderchog; i ddarllenwyr 11-13 oed. [A contemporary novel about a young teenage girl who feels that everything and everyone is against her, most particularly as she is not allowed to play for the school football team as she is a girl, but who is urged by a neighbour to persevere, with excellent results; for readers aged 11-13 years.] *Datganiad hawlfraint Gwneir y copi hwn dan dermau Rheoliadau (Anabledd) Hawlfraint a Hawliau mewn Perfformiadau 2014 i'w ddefnyddio gan berson sy'n anabl o ran print yn unig. Oni chaniateir gan gyfraith, ni ellir ei gopïo ymhellach, na'i roi i unrhyw berson arall, heb ganiatâd.
Certification and Security in E-Services: From E-Government to E-Business (IFIP Advances in Information and Communication Technology #127)
by Enrico Nardelli Sabina Posadziejewski Maurizio TalamoThis volume contains the final proceedings of the special stream on security in E-government and E-business. This stream has been an integral part of the IFIP World Computer Congress 2002, that has taken place from 26-29 August 2002 in Montreal, Canada. The stream consisted of three events: one tutorial and two workshops. The tutorial was devoted to the theme "An Architecture for Information Se curity Management", and was presented by Prof. Dr. Basie von Solms (Past chairman of IFIP TC 11) and Prof. Dr. Jan Eloff (Past chairman of IFIP TC 11 WG 11.2). Both are from Rand Afrikaans University -Standard Bank Academy for Information Technology, Johannesburg, South Africa. The main purpose of the tutorial was to present and discuss an Architecture for Informa tion Security Management and was specifically of value for people involved in, or who wanted to find out more about the management of information secu rity in a company. It provided a reference framework covering all three of the relevant levels or dimensions of Information Security Management. The theme of the first workshop was "E-Government and Security" and was chaired by Leon Strous, CISA (De Nederlandsche Bank NY, The Netherlands and chairman of IFIP TC 11) and by Sabina Posadziejewski, I.S.P., MBA (Al berta Innovation and Science, Edmonton, Canada).
CGP KS2 English SAT Buster: Reading Book 1 - for the 2016 SATs and Beyond (PDF)
by Cgp BooksThis CGP SAT Buster workbook is ideal for helping Year 6 pupils prepare for the Reading part of the Key Stage 2 English SATs - and it's fully up-to-date for the new tests in 2016 and beyond! It includes four reading texts (non-fiction, fiction, biography and a newspaper article), with a wide range of questions that test all the key reading skills children will need for the tests.
Challenges in Primary Science: Meeting the Needs of Able Young Scientists at Key Stage Two
by David Coates Helen WilsonThis practical and easy-to-use book enables teachers to challenge able children to develop their potential and to extend their thinking in primary science. It links theory to practice to develop understanding of what it means to be an able scientist; and empowers teachers to build on their existing good practice to build an inclusive science curriculum for able children. Special features include: photocopiable resources that are linked to the National Curriculum and the QCA schemes of work; teacher guidance on the use of these resources and how they can be incorporated into normal primary science lessons; and suggestions for assessment.
Challenges in Primary Science: Meeting the Needs of Able Young Scientists at Key Stage Two (A\nace/fulton Publication Ser.)
by David Coates Helen WilsonThis practical and easy-to-use book enables teachers to challenge able children to develop their potential and to extend their thinking in primary science. It links theory to practice to develop understanding of what it means to be an able scientist; and empowers teachers to build on their existing good practice to build an inclusive science curriculum for able children. Special features include: photocopiable resources that are linked to the National Curriculum and the QCA schemes of work; teacher guidance on the use of these resources and how they can be incorporated into normal primary science lessons; and suggestions for assessment.
Change, Challenge and School Nursing (PDF)
by Anita Franklin Nicola MadgeChange, Challenge and School Nursing looks at both the health needs of young people and good practice in school nursing. Based on a survey of almost three thousand pupils, it examines young people's views on their own health, their support needs, where they turn to for advice, and their contacts with school nurses. Interviews with school nursing professionals, provide a 'snapshot' of school nursing services in transition from a medical model to a public health role, outlining provision, priorities and how young people's health needs are being addressed. The challenges in providing an effective service for all young people are highlighted and taking the views and experiences of young users into account will help to meet some of these. The lessons from this research are broadly applicable across the service.
Change Forces in Post-Communist Eastern Europe: Education in Transition
by Eleoussa PolyzoiThe collapse of communism and the adoption of parliamentary democracy led to rapid and dramatic educational change in countries formerly under the control of the Soviet Union. Leaders of the affected countries acknowledged the need to develop educational systems during the rebuilding process and embraced this transformation in a short period of time. This has provided researchers with a unique opportunity to investigate educational change as a 'living laboratory'.In this book, the authors explore the complex nature of change in five former communist countries: Russia, the Czech Republic, Hungary, Romania and East Germany. The authors consider:* Educational change as a process rather than as a event* A comparison of such changes against a model for educational change developed by Michael Fullan for understanding large-scale educational reform* Analysis of issues at the national level where the original impetus for change has occurredWith contributors from countries affected by such changes, this book provides an insight into the process of educational change as a result of revolution rather than evolution.This book will be of great interest to academics and researchers of educational change and those involved with educational reform. It will also interest those looking at comparative education models and postgraduate students focussing their studies on issues of educational change and reform.
Change Forces in Post-Communist Eastern Europe: Education in Transition
by John P. Anchan Michael Fullan Eleoussa PolyzoiThe collapse of communism and the adoption of parliamentary democracy led to rapid and dramatic educational change in countries formerly under the control of the Soviet Union. Leaders of the affected countries acknowledged the need to develop educational systems during the rebuilding process and embraced this transformation in a short period of time. This has provided researchers with a unique opportunity to investigate educational change as a 'living laboratory'.In this book, the authors explore the complex nature of change in five former communist countries: Russia, the Czech Republic, Hungary, Romania and East Germany. The authors consider:* Educational change as a process rather than as a event* A comparison of such changes against a model for educational change developed by Michael Fullan for understanding large-scale educational reform* Analysis of issues at the national level where the original impetus for change has occurredWith contributors from countries affected by such changes, this book provides an insight into the process of educational change as a result of revolution rather than evolution.This book will be of great interest to academics and researchers of educational change and those involved with educational reform. It will also interest those looking at comparative education models and postgraduate students focussing their studies on issues of educational change and reform.
Change Forces With A Vengeance
by Michael FullanChange Forces With a Vengeance is the third in the chaos theory trilogy (now called complexity theory). The first two books focused on understanding the real complexity of educational reform in action. This book pushes even deeper by providing new insights and lessons of change concerning moral purpose, and what is called tri-level reform - the school and community, the local district and the state. It draws on reform initiatives across many levels and countries so that the ideas are grounded in the reality of actual projects and findings.Change Forces With a Vengeance is different from the previous two books in one major respect. Instead of being content with understanding complex system dynamics, it takes up the more daunting question of how systems can be changed for the better. How can we achieve large-scale reform and do it in a way that the conditions for sustainability are enhanced? What policy levers are needed, and what is the smallest number of sets of policies that will maximise impact? What is the role of new leadership in accomplishing sustainable, comprehensive reform? These questions and more are addressed in ways that are both deeply theoretical, and powerfully practical.
Change Forces With A Vengeance
by Michael FullanChange Forces With a Vengeance is the third in the chaos theory trilogy (now called complexity theory). The first two books focused on understanding the real complexity of educational reform in action. This book pushes even deeper by providing new insights and lessons of change concerning moral purpose, and what is called tri-level reform - the school and community, the local district and the state. It draws on reform initiatives across many levels and countries so that the ideas are grounded in the reality of actual projects and findings.Change Forces With a Vengeance is different from the previous two books in one major respect. Instead of being content with understanding complex system dynamics, it takes up the more daunting question of how systems can be changed for the better. How can we achieve large-scale reform and do it in a way that the conditions for sustainability are enhanced? What policy levers are needed, and what is the smallest number of sets of policies that will maximise impact? What is the role of new leadership in accomplishing sustainable, comprehensive reform? These questions and more are addressed in ways that are both deeply theoretical, and powerfully practical.