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This book shares the nomadology of Alys-we searching for the Ideal School around the world, sharing stories from places educating differently to traditional education, hoping to inspire readers to be part of a paradigm shift.
Prospective college students and their parents have been relying on Loren Pope's expertise since 1995, when he published the first edition of this indispensable guide. This new edition profiles 41 colleges—all of which outdo the Ivies and research universities in producing performers, not only among A students but also among those who get Bs and Cs. Contents include: Evaluations of each school's program and "personality" Candid assessments by students, professors, and deans Information on the progress of graduates This new edition not only revisits schools listed in previous volumes to give readers a comprehensive assessment, it also addresses such issues as homeschooling, learning disabilities, and single-sex education.
#1 NEW YORK TIMES BESTSELLER • Experience the book that started the Quiet Movement and revolutionized how the world sees introverts—and how introverts see themselves—by offering validation, inclusion, and inspiration “Superbly researched, deeply insightful, and a fascinating read, Quiet is an indispensable resource for anyone who wants to understand the gifts of the introverted half of the population.”—Gretchen Rubin, author of The Happiness Project NAMED ONE OF THE BEST BOOKS OF THE YEAR BY People • O: The Oprah Magazine • Christian Science Monitor • Inc. • Library Journal • Kirkus Reviews At least one-third of the people we know are introverts. They are the ones who prefer listening to speaking; who innovate and create but dislike self-promotion; who favor working on their own over working in teams. It is to introverts—Rosa Parks, Chopin, Dr. Seuss, Steve Wozniak—that we owe many of the great contributions to society. In Quiet, Susan Cain argues that we dramatically undervalue introverts and shows how much we lose in doing so. She charts the rise of the Extrovert Ideal throughout the twentieth century and explores how deeply it has come to permeate our culture. She also introduces us to successful introverts—from a witty, high-octane public speaker who recharges in solitude after his talks, to a record-breaking salesman who quietly taps into the power of questions. Passionately argued, impeccably researched, and filled with indelible stories of real people, Quiet has the power to permanently change how we see introverts and, equally important, how they see themselves. Now with Extra Libris material, including a reader’s guide and bonus content
"This book presents a stimulating and up-to-date overview of the context of education in SEN and suggests how educators can address special needs most effectively by keeping in mind an image of the development of the whole child. The editors have assembled an impressive range of thought-provoking contributions to the ongoing debate on the actual, the possible and the ideal responses that our education system makes or could make to the needs of its most vulnerable students." Tony Cline, Educational Psychology Group, University College London, UK. "This book provides readers with a fresh, often incisive approach to many perennial issues in education. These include but are not limited to socio-political agendas in inclusion, labelling, learners' self esteem and the delicate balance between different specialists within school systems that must be achieved in the best interest of the child with or without special educational needs and disabilities. Although written for a UK readership, the editors have ensured that the content of most chapters transcends national and systems boundaries with a healthy balance between psychological / educational theory and its real world application in contexts that may not be instantly responsive to the child's changing needs." Dr Victor Martinelli, University of Malta, Malta. "This book provides a welcome overview and commentary on current complex issues and problems affecting all those with an interest in children and young people with special educational needs. Ranging, as it does, from matters surrounding individuals such as labelling, therapeutic work and self-esteem to wider political, historical and socio- cultural influences, it provides the reader with a challenging, informed and critical set of perspectives. Its strength is the manner in which it tackles complex issues, providing thought-provoking views for those well versed in the world of special educational needs but also ensuring clear, comprehensive background information for novice readers of this topic. This book is an excellent compilation of relevant contemporary pieces thoughtfully woven together by highly skilled, well-placed editors." Jane Leadbetter, University of Birmingham, UK. This thought-provoking and accessible book provides an overview of key issues in the education of children with Special Educational Needs and Disabilities. Written by highly experienced practitioners and educationalists, the book explores a range of approaches for working with this diverse group of learners and invites you to consider your possible responses. The book begins with an historical overview of Special Educational Needs and Disabilities and a critical guide to current policy. The contributors then expertly explore and summarise many of the fascinating topics which arise in practice and scholarly research in this area, including: Ethical and practical implications of labelling children and young people with forms of special educational needs or disability The role of special schools, particularly in light of enduring debates about inclusion/exclusion What increased student participation, student voice and other facets of a democratic classroom mean for students with Special Educational Needs and Disabilities The contributions psychology can make to developing and enriching educational practice Understanding 'behaviour' in relation to children and young people with Special Educational Needs and Disabilities Case studies are used to illustrate these discussions and the book includes suggested protocols for good practice throughout. Throughout the book the reader is asked to reflect on the issues presented and come to their own decisions about what represents good practice in their setting.The journey concludes with a look at a possible 'ideal' school or educational setting for children with Special Educational Needs and Disabilities. Contemporary Issues in Special Educational Needs is an invaluable guide for trainee and qualified teachers, learning support staff, SENCO's, local authority officers, educational consultants and educational psychologists.
In 2001, The Guardian launched a competition called The School I'd Like, in which young people were asked to imagine their ideal school. This vibrant, groundbreaking book presents material drawn from that competition, offering a unique snapshot of perceptions of today's schools by those who matter most - the pupils. The book is wonderfully illuminated by children's essays, stories, poems, pictures and plans. Placing their views in the centre of the debate, it provides an evaluation of the democratic processes involved in teaching and learning by: identifying consistencies in children's expressions of how they wish to learn highlighting particular sites of 'disease' in the education system today illustrating how the built environment is experienced by today's children posing questions about the reconstruction of teaching and learning for the twenty-first century. This book offers a powerful new perspective on school reform and is essential reading for all those involved in education and childhood studies, including teachers, advisors, policy-makers, academics, and anyone who believes that children's voices should not be ignored.
A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
A groundbreaking parenting guidebook addressing the trait of “high sensitivity” in children, from the psychologist and bestselling author of The Highly Sensitive Person whose books have sold more than 1 million copies With the publication of The Highly Sensitive Person, pioneering psychotherapist Dr. Elaine Aron became the first person to identify the inborn trait of “high sensitivity” and to show how it affects the lives of those who possess it. In The Highly Sensitive Child, Dr. Aron shifts her focus to the 15 to 20 percent of children who are born highly sensitive—deeply reflective, sensitive to the subtle, and easily overwhelmed. These qualities can make for smart, conscientious, creative children, but also may result in shyness, fussiness, or acting out. As Dr. Aron shows in The Highly Sensitive Child, if your child seems overly inhibited, particular, or you worry that they may have a neurodevelopmental disorder, such as ADHD or autism, they may simply be highly sensitive. And raised with proper understanding and care, highly sensitive children can grow up to be happy, healthy, well-adjusted adults. Rooted in Dr. Aron’s years of experience working with highly sensitive children and their families, as well as in her original research on child temperament, The Highly Sensitive Child explores the challenges of raising an HSC; the four keys to successfully parenting an HSC; how to help HSCs thrive in a not-so-sensitive world; and how to make school and friendships enjoyable. With chapters addressing the needs of specific age groups, from newborns to teens, The Highly Sensitive Child is the ultimate resource for parents, teachers, and the sensitive children in their lives.
On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latino students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latino counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the 'racial achievement gap,' exploring what race actually means in this situation, and why it matters. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society.
What are the risks and benefits of non-parental care for young children? What are the short- and long-term effects of academically vs. play-focused environments for learning? How and when should we teach reading? What are the purposes of Education? What is the best way to teach mathematics to children, from preschool and beyond? Contemporary Debates in Childhood Education and Development is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology. Through an innovative format whereby leading scholars each offer their own constructive take on the issue in hand, this book aims to inform readers of both sides of a variety of topics and in the process encourage constructive communication and fresh approaches. Spanning a broad spectrum of issues, this book covers: Phonic and whole language reading approaches The developmental effect of non-parental childcare The value of pre-school academic skill acquisition The most effective methods of teaching mathematics Standardized assessment – does it work? The role of electronic media and technology The pedagogical value of homework The value of parents’ reading to children. This book combines breadth of vision with cutting edge research and is a ‘must have’ resource for researchers, students and policy makers in the fields of education and child development.