Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as:
What are schools and what are they for?
What knowledge should schools teach?
How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability?
What influence does educational policy have on improving schools?
What influence does research have on our understanding of education and schooling?
To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.
Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.
The theoretical framework which has shaped these studies is Cultural Historical Activity Theory (CHAT). CHAT analyses how people and organisations learn to do something new, and how both individuals and organisations change. The theoretical and methodological tools used have their origins in the work of Lev Vygotsky and A.N. Leont’ev. In recent years this body of work has aroused significant interest across the social sciences, management and communication studies.
Working as part of an integrated international team, the authors identify specific findings which are of direct interest to the academic community, such as:
the analysis of vertical learning between operational and strategic levels within complex organizations;
the refinement of notions of identity and subject position within CHAT;
the introduction of the concept of ‘labour power’ into CHAT;
the development of a method of analysing discourse which theoretically coheres with CHAT and the design of projects.
Activity Theory in Practice will be highly useful to practitioners, researchers, students and policy-makers who are interested in conceptual and empirical issues in all aspects of ‘activity-based’ research.
It includes contributions from long-established writers in education, psychology and sociology, as well as relatively recent contributors to the theoretical debates and the body of research to which it has given rise, presenting their own arguments and justifications for forging links between particular theoretical traditions and, in some cases, applying new insights to obdurate empirical questions.
Curriculum and pedagogy in the sociology of education; some lessons from comparing Durkheim and Vygotsky
Dialectics, politics and contemporary cultural-historical research, exemplified through Marx and Vygotsky
Sixth sense, second nature and other cultural ways of making sense of our surroundings: Vygotsky, Bernstein, and the languaged body
Negotiating pedagogic dilemmas in non-traditional educational contexts
Boys, skills and class: educational failure or community survival? Insights from Vygotsky and Bernstein.
Vygotsky and Sociology is an essential text for students and academics in the social sciences (particularly sociology and psychology), student teachers, teacher educators and researchers as well as educational professionals.
Retaining a multi-disciplinary theme, Introduction to Vygotsky, 3rd edition begins with a review of current interpretations of Vygotksy’s original work. Harry Daniels goes on to consider the development of Vygotsky’s work against a backdrop of political turmoil in the developing USSR. Major elements explored within the volume include the use of the 'culture' concept in social development theory, the development of means of describing social life, the concept of mediation, and implications for teaching, learning and assessment
This book will be essential reading for Vygotskian students in developmental psychology, education and social sciences, as well as to students on specialised courses on cultural, cross-cultural and socio-cultural psychology, philosophical psychology, philosophy of science, history of psychology and Soviet/Russian history.
This topical and exhaustively-researched Companion examines the difficulties of defining EBD, and the dangers of allocating this imprecise label to children. Bringing together the work of contributors from fifteen countries and across four continents, this book features the research of leading experts in the global field of EBD, who discuss and debate educators’ key concerns by:
looking at the overlaps between EBD, ADHD and mental health difficulties;
outlining the types of appropriate schooling for children with EBD;
urging readers to look beyond pupils’ challenging behaviour in order to understand and respond to the social, biological and psychological causation;
considering the key areas of assessment, whole-school and targeted approaches that help pupils with EBD in mainstream and in special settings;
outlining helpful work with families, the crucial contribution of effective multi-agency working and the importance of supporting and developing teachers who work with challenging pupils.
Containing contrasting views on controversial topics, this Companion’s approachable style makes it an essential reference book for academics, policy makers, practitioners, educators and students who are working towards a higher degree in education.
To aid understanding, chapters devoted to each area will provide excellent accounts of specific studies which illustrate the underlying methodological principles and the specific methods which are being deployed. In each case assumptions and limitations are discussed. The book concludes with some proposals for future developments at both methodological and conceptual levels.
The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research.
The World Yearbook of Education 2009 volume is organized into 3 sections:
Section 1: Examines the global construction of childhood development and learning
Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section
Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections.
The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.
With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom.
The book is intended for students and academics in education and the social sciences and will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.
Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:
What role does culture play in our understanding of pedagogy?
What role do global influences, especially economic, cultural and social, have in shaping our understanding of education?
How does language influence our thinking about education?
What implications does our view of childhood have for education?
How do learners negotiate the transition between the different phases of education?
How best can children learn the 'school knowledge'?
What is a teacher? And how do teachers learn?
How do we understand learners, their minds, identity and development?
To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.
Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.
Inter-professional collaborations are invaluable relationships which can prevent the social exclusion of children and young people and are now a common feature of welfare policies worldwide.
Drawing on a four year study of the skills and understanding required of practitioners in order to establish the most effective interagency collaborations, this comprehensive text
Gives examples from practitioners developing inter-professional practices allow readers to reflect on their relevance for their own work
Emphasises what needs to be learnt for responsive inter-professional work and how that learning can be promoted
Examines how professional and organisational learning are intertwined
Suggests how organisations can provide conditions to support the enhanced forms of professional practices revealed in the study
Reveals the professional motives driving the practices as well as how they are founded and sustained
Full of ideas to help shape collaborative inter-professional practice this book shows that specialist expertise is distributed across local networks. The reader is encouraged to develop the capacity to recognise the expertise of others and to negotiate theor work with others.
This book is essential reading for practitioners in education and educational psychology or social work, and offers crucial insights for local strategists and those involved in professional development work.
The book also has a great deal to offer researchers working in the area of cultural historical activity theory (CHAT). The four year study was framed by CHAT and offers a well-worked example of how CHAT can be used to reveal sense-making in new practices and the organizational implications of enhanced professional decision-making.
As well as being important contributors to the developing CHAT field, the five authors have worked in the area of social exclusion and professional learning for several years and have brought inter-disciplinary strengths to this account of inter-professional work.
Seven-year-old Venus Fox never spoke, never listened, never even acknowledged the presence of another human being in the room with her. Yet an accidental playground “bump” would release a rage frightening to behold. The school year that followed would be one of the most trying, perplexing, and ultimately rewarding of Torey Hayden’s career, as she struggled to reach a silent child in obvious pain. It would be a strenuous journey beset by seemingly insurmountable obstacles and darkened by truly terrible revelations—yet encouraged by sometimes small, sometimes dazzling breakthroughs—as a dedicated teacher remained committed to helping a “hopeless” girl, and patiently and lovingly leading her toward the light of a new day.
Nine-year-old Cassandra, kidnapped by her father and found starving, dirty, and picking through garbage cans—is a child prone to long silences and erratic, violent behavior.
Charming, charismatic four-year-old Drake will speak only in private to his mother—while his tough, unbending grandfather's demands for an immediate cure threatens to cause irreparable harm.
And though she had never worked with adults, Hayden agrees to help fearful and silent eighty-two-year-old massive stroke victim Gerda—discovering in the process that a treatment's successes could prove nearly as heartbreaking as its limitations.
The updated new edition of this valuable resource offers an exciting collection of 200 ready-to-use worksheets to help adolescents build the social skills they need to interact effectively with others and learn how to apply these skills to various real-life settings, situations, and problems. The book provides 20 complete teaching units focusing on 20 basic social skills, such as being a good listener, "reading" other people, and using common sense.
Authored by two past presidents of the Educational Law Association, this essential guide translates legalese into your language and allows you to focus on your core competency: providing excellent education for students with special needs. Updated to reflect significant court decisions and new developments, the book features:Extensive coverage of IDEA’s reauthorization, Section 504 and the ADA, and FAPE and LRE New analysis of parent and student rights Guidance on discipline A preventative approach to special education litigation Focus on federal and state interpretations of the law
Kersjes taught special education classes, dealing with children whose disabilities included Tourette syndrome, Downs Syndrome, dyslexia, eating disorders and a variety of emotional problems.
One autumn Kersjes got the outlandish idea that his students would benefit from going to Space Camp, where, in conjunction with NASA, high school students compete in a variety of activities similar to those experienced by astronauts in training for space shuttle missions. There was only one problem: this program had been specifically designed for gifted and talented students, the best and the brightest from America's most privileged high schools.
Kersjes believed that, given a chance, his kids could do as well as anybody, and with remarkable persistence broke down one barrier after another, from his own principal's office to the inner sanctum of NASA, until Space Camp opened its doors, on an experimental basis, to special ed students. After nine months of rigorous preparation, during which the class molded itself into a working team, they arrived at Space Camp, where they turned in a performance so startling, so surprising, that it will leave the reader breathless. A truly triumphant story of the power of the human spirit.
See also the authors' Smart but Scattered Teens and their self-help guide for adults. Plus, an academic planner for middle and high school students and related titles for professionals.
Smart but Stuck offers 15 true and compelling stories about intelligent, capable teens and adults who have gotten "stuck" at school, work, and/or in social relationships because of their ADHD. Dr. Brown highlights the often unrecognized role that emotions play in this complex disorder. He explains why even very bright people with ADHD get stuck because they can focus well on some tasks that interest them, but often can't focus adequately on other important tasks and relationships.The first book to explain and illustrate the crucial role of emotions in the daily functioning of those living with ADHD Brown, Associate Director of the Yale Clinic for Attention & Related Disorders, is an internationally known authority on ADHD
Drawing on the latest research findings, the book describes strategies and treatments for getting "unstuck" to move on to a more rewarding and productive life.
From an award-winning author and advocate, Autism Life Skills presents a positive and empowering "bill of rights" for every person with autism, regardless of impairment level. With advice and reflections from autistic adults across the spectrum, as well as Sicile-Kira's own experience as an advocate and parent of an autistic teen, the book covers these ten essential life skills:
Making Sense of the World * Communication * Safety * Self-Esteem * Pursuing Interests * Self-Regulation * Independence * Social Relationships * Self- Advocacy *Earning a Living
Whether your child or student has Asperger's or is on the more severely impaired end of the autism spectrum, this action-oriented guide will provide hope and help -- so that every child has a chance to reach his or her full potential.
In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include
* The pre-referral, referral, and evaluation processes
* Individualized education programs (IEPs) and the parties involved
* Accommodations for students who do not quality for special education, including those covered by Section 504
* Transition from preK to K–12 and from high school to postschool life
* Classroom management and student behavior
* Educational frameworks, instructional strategies, and service delivery options
* Assessment, grades, graduation, and diplomas
The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom.
This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
See also RTI Applications, Volume 2: Assessment, Analysis, and Decision Making, which provides tools for assessing the effectiveness of RTI practices.
In print for more than twenty years, The Misunderstood Child has become the go-to reference guide for families of children with learning disorders. This newly revised edition provides the latest research and new and updated content, including:
• How to identify and address specific disabilities, from dyslexia to sensory integration disorder
• New information on the genetics of learning disorders
• Expanded sections on attention-deficit/hyperactivity disorder (ADHD)
• The most recent neurological discoveries about how the brain functions in children with learning disabilities
• Insights about other neurological disorders common among individuals with learning disabilities, such as anxiety disorders, obsessive-compulsive behaviors, anger-control problems, depression, and tic disorders
• Resources, Web sites, and organizations that can aid the treatment process and offer support for both parent and child
From the Trade Paperback edition.
Children with TS are often teased and punished for the unusual yet uncontrollable symptoms of their disorder. Academic failure is common. The Tourette Syndrome/OCD Checklist helps parents and teachers to better understand children and youth with TS and/or OCD and provide the support and interventions these children need. Presented in a simple, concise, easy-to-read checklist format, the book is packed with the latest research, practical advice, and information on a wide range of topics.Provides a wealth of information on Tourette Syndrome, Obsessive-Compulsive Disorder, and related conditions Includes strategies for discipline and behavior management, advice on supporting and motivating kids with TS and OCD, homework tips, and more Shows how to educate peer students about TS and OCD
Loaded with practical information, strategies, and resources, this book helps parents and teachers to better understand Tourette Syndrome and OCD and shows how every individual can reach their potential in school and in life.
Inspiring stories of dogs who do good.
Anyone who has ever had a relationship with a dog will tell you: They want nothing more than to give love and be loved in return. In Every Dog Has a Gift, Rachel McPherson draws on her experience as the founder and executive director of The Good Dog Foundation, the largest animal-assisted therapy organization on the East Coast, to share the amazing stories of dogs that bring hope and healing into our lives.
Much has been said about the heroic roles dogs played following September 11th and Hurricane Katrina in providing support and comfort for the families and victims of these terrible tragedies, but the truth is that millions of dogs around the world are heroes every day. These therapy and service dogs (and often quite ordinary, "uncertified" dogs just like your own!) can:
*serve as the perfect audience for kids who need help with practicing and improving their reading skills;
*hold troubled families together;
*provide a calm and centering presence for autistic children, and
*help individuals who have lost the ability to walk to more easily navigate the world.
Every Dog Has a Gift is a celebration of the gift that each and every dog possesses: the ability to bring the healing power of unconditional love into our lives.
The Supreme Court decided that schools were required only to provide enough help for children with disabilities to pass from grade to grade. The Court reversed the lower courts' rulings, which had granted Amy an interpreter, setting a precedent that could affect the quality of education for all individuals with disabilities.
From the time Amy entered kindergarten in Peekskill, New York, her parents battled with school officials to get a sign language interpreter in the classroom. Nancy and Clifford Rowley, also deaf, struggled with officials for their own right to a communications process in which they could fully participate. Stuck in limbo was a bright, inquisitive child, forced to rely on partial lipreading of rapid classroom instruction and interaction, and sound amplifiers that were often broken and always cumbersome.
R.C. Smith chronicles the Rowley family's dealings with school boards, lawyers, teachers, expert consultants, advocates, and supporters, and their staunch determination to get through the exhaustive process of presenting the case time after time to school adjudicative bodies and finally the federal courts. The author also documents his own "coming to awareness" about how the "able" see the "disabled."
In the series Health, Society, and Policy, edited by Sheryl Ruzek and Irving Kenneth Zola.
This book offers teachers and parents a unique collection of more than 200 worksheets to help adolescents with special needs build the life skills they need to achieve independence and succeed in everyday life. The book provides 22 complete teaching units focusing on basic life skills such as handling money, succeeding at school, using the Internet safely, getting and keeping a job, and much more. The book contains 90 reproducible worksheets for teaching students how to apply these life skills to real-life situations.A revised and updated edition of the classic book for teaching basic life skills to adolescents with special needs Includes complete teaching units with reproducible worksheets and discussion questions that teach basic life skills Offers ideas for fostering skills like using the Internet, handling money, succeeding at school, getting and keeping a job, and more Mannix is the best-selling author of Social Skills Activities for Special Children, Life Skills Activities for Special Children, and Writing Skills Activities for Special Children
Including forms, charts, and a range of classroom activities, this is the only resource you will need to gain the insight and tools for making a difference in the educational lives of young children with autism.