Bøker utgitt av Institute of Education Press

Language play occurs when people manipulate language in some way, often for fun and always for impact. Alliteration, unexpected vocabulary, phrases that deliberately provoke thought each have impact and appear in all types of writing, whether factual, literary or persuasive. Language play is evident throughout life too: from simple word repetition in the early years, to the rhymes of primary school poetry and the mischievous metaphors in adult journalism. Yet the importance of such play for children's developing literacy rarely has the attention it deserves. This book places it center-stage. Using examples from real-life settings, and from the writing of children's authors and children themselves, Language Play and Children's Literacy explores the nature of language and what it does. The authors explore language play from the past and from overseas, and look at the changes in language play brought about by digital and multi-modal environments. They show how language play may be used for different purposes, in early childhood, in children's literature and poetry, in children's narrative and non-narrative writing, and in the use of grammar and punctuation. The book ends with an invaluable A to Z resource bank of readily usable activities that may quickly be adapted for use in schools and homes. Language Play and Children's Literacy celebrates the contribution of language play to children's understanding and enjoyment of how language can be used playfully, and sometimes provocatively, throughout their lives.

Amanda Arbouin breaks new ground in documenting the learning and employment of black graduates in the UK. Ten British graduates of African Caribbean heritage review their education, both compulsory and post-compulsory, and their careers. They relate how they navigated the obstructions and microaggressions encountered while pursuing academic qualifications, and discuss their choices of employment.These graduates offer teachers and academics valuable new insights into educational inequality and its effects. Their views and perspectives make this a key text for courses in education studies, sociology of education and teacher training. The book will also appeal to community activists, employers, educational policymakers, career advisers and all those who strive for social justice in the education and employment of minoritized groups in the UK.

Winner of the UK Literacy Association 2017 Academic Book Award. How can teachers foster good reading in pupils aged 7 – 11? This book explains the way to do it.• What is this book about? Reading comprehension is so much more than just reading words, and this book explains how to develop all aspects of it for pupils aged 7–11. Written by top experts in the field, it includes eleven in-depth case studies – taken from real-life classrooms – of lessons on fiction and non-fiction, poetry and picture books, advertising and film.• Why is it needed? Guided reading, widely used in English lessons, has never been satisfactorily examined for children in this age range. Once they have learnt how to read, pupils need support to develop strategies to extend their comprehension: What does the text say? What does it mean? What do I feel about it?• What is special about guiding readers? We can guide readers whenever we open discussions by exploring their understanding rather than telling them. This book shows teachers how it can be done with real classroom examples.• Who is it for? All teachers of children aged 7–11, English subject leaders, literacy coordinators, student teachers, teacher-educators, librarians, tutors, reading specialists …

A case study of the genesis, delivery, evolution and future of an English local authority education service. Following the Birmingham Music Service across 80 years, it analyzes pedagogy and the influence of leadership, and reflects on the future for music education in the UK's changing political landscape.

Our survival depends upon creating a compassionate world and an education system that incorporates compassion for self, for others and for the planet. Sixteen authors present a comprehensive analysis of compassion and the political character of pedagogy. Drawing upon new scientific findings about how the brain works and their understanding of the political nature of pedagogy, they offer a scientific, spiritual and educational rationale for curriculum and societal change. The result is this blueprint for survival, illustrated with numerous practical examples.

A sequel to ''Inside the Ivory Tower: Narratives of women of colour surviving and thriving in British academia'' (2017). These research case studies by Black women academics describe the transformative work of contributors to the Ivory Tower project, adding intersectional voices from the United States, Canada and Australia, and LGBTQ perspectives. Privileging their lived experience, intellectual, social and cultural capital, they recount the self-defined pathways for social justice developed by women of colour.Drawing on critical race theory and Black feminism, the authors navigate challenging spaces to create meaningful roles in addressing race and gender disparities that range from invisibility in the academy to tackling female genital mutilation. Their research and practice, so often unacknowledged, is shown to be transforming teaching, research, professional and community practice within and beyond the academy.

UPDATED AND EXPANDED EDITION Teachers want to do their best for every child, but worry about causing offense and often shy away from troublesome issues.The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works.Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD.The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society.

Learning for a Co-operative World traces the remarkable growth of co-operative education over the decades and critically evaluates its forms today, the implications for formal and informal learning, and its potential for the future. It considers key elements of co-operative education and learning across the age range and in diverse national and international settings.

Presenting the case for radical policy reform through an analysis of both the 2017 Labour Party Manifesto and contemporary policies of other UK political parties, Manifestos, Policies and Practices argues that a left-wing, counter-reactionary political agenda must be founded on a robust notion of equality and be committed to fostering citizens' equality of goods, equality of opportunities and equality of basic capabilities. The book comprises a series of essays on key policy areas, highlighting the values in each that underpin an equalities agenda. This agenda sets itself against five individualistic versions of human beings: self-interest, bureaucratic imperatives, libertarian impulses, non-reflection and normativity. There are alternatives to these five forms of individualism and the book proposes some of them in the form of radical policy commitments for the economy, education, environment, health, taxation, housing, identity, welfare, ecology and gender.

Teachers are - rightly - exhorted to challenge children so as to help them maximise their abilities, broaden their horizons and increase their achievement. But what exactly are challenging activities? And how can teachers be sure they embed challenge in everyday school life? If teachers understand the principles of challenge they can improve practice and enable parents to support their children effectively. This book examines the notion of challenge and breaks down its different elements to determine practical ideas grounded in theory. The result is a book that identifies key solutions for teachers seeking to provide stimulating day- to-day classroom activities. Rich in examples and case studies, "e;Ingredients of Challenge"e; is indispensable reading for anyone interested in helping children stay motivated and improve performance through challenging activities. With a specific focus on the highly able learner, this book offers convincing answers to those striving to guide learning and challenge children and also to those who advise teachers and create policy.

There are serious inequalities in participation in post-compulsory education and training related to socio-economic status, gender, ethnicity and other characteristics. Such inequalities are reproduced and exacerbated in higher education. This book is based on a review of research evidence that explores whether these social and familial patterns can be interrupted via educational and other interventions. The answer lies in taking a radically new lifelong approach, considering changes over time and examining earlier life factors that influence participation - such as family, peer-group and initial education. All these factors help to build the learning trajectory of individuals that leads them to consider HE as a possibility. The impressive results of this review of evidence make this book essential reading for practitioners and policy-makers concerned with widening participation, and for academics.

This is the third edition of the "e;ECERS-E"e;, formerly called "e;Assessing Quality in the Early Years: Early Childhood Environment Rating Scale"e; ("e;ECERS-E"e;). The ECERS-E is an instrument for measuring quality in literacy, numeracy, science and diversity as observable in pre-school in relation to child cognitive and social/behavioural developmental outcomes for children age 3-5. This new update of the 2003 publication has more extensive notes, derived from feedback from extensive use of the instrument by practitioners in hundreds of settings and from local authority early years specialists. The ECERS-E complements the Early Childhood Rating Scales-Revised (ECERS-R), an internationally recognised measure of quality in education and care. Originally devised as a research tool, the scales are used increasingly by Local Authorities during audits to determine and improve the quality of provision, and by practitioners seeking to improve their practice through professional development. This practical handbook offers detailed guidance on providing a quality environment in which young children and their learning can flourish. Kathy Sylva is Professor of Educational Psychology at University of Oxford. She has researched extensively in the education and care of young children. Iram Siraj-Blatchford is Professor of Early Childhood at the Institute of Education, University of London. Her research interests include early childhood curriculum and pedagogy. She has published widely on issues of Early Childhood quality and equality. Brenda Taggart is the Research Co-ordinator of the Effective Pre-school, Primary and Secondary Education (EPPSE) project at the Institute of Education, University of London. Her background is in primary education and research.