Institute of Education Press Knihy

Effective and inspirational pedagogy has been achieved through identity texts in multilingual school contexts, engaging students around the world. This book shows how identity texts are used.The term identity texts was first used by the Canada-wide Multiliteracies Project to describe a variety of creative work by students – collaborative inquiry, literary narratives, dramatic and multimodal performances – led by classroom teachers. The identity texts produced held up a mirror to the students which reflected their identities back in a positive light.Jim Cummins and Margaret Early describe the nature of identity texts and how they relate to broader orientations to pedagogy, and consider several pedagogical frameworks within which they have been integrated. Brief case studies follow of identity text construction by educators and students in schools in parts of North America and China, in Burkina Faso and Uganda in Africa, and in Italy, Spain and Greece. The closing chapter elaborates on the ways in which identity text construction can promote powerful forms of learning among culturally and linguistically diverse students.Identity Texts is essential reading for everyone concerned with developing appropriate pedagogy for schools and for all who work with multilingual children.

Drama education has been lacking a research methodology. This much needed text provides models constructed by leading researchers in the field and presented at the International Drama in Education Research Institute Conference in 2004.Each chapter in this collection from across the Anglophone world describes a different research methodology. It explains how the methodology was applied to the practice and outlines how teachers and other researchers can employ it in their own contexts. Led by the editor’s chapter on the context of research, the contributions The Process of Institute Research Stations by Philip TaylorThe Reflective Practitioner by Jonothan NeelandsCritical Ethnography by Kathleen GallagherNarrative Inquiry by Bellarie ZatzmanA case study by Joe WinstonPerformance Ethnography by Jane BaconPost-structuralist Deconstruction by Ian McCormickFeminist Methodology by Sharon GradyThe book will be essential reading for research students and teachers because it provides models and approaches that connect with the immediacy of their practice.

* With a Foreword by Desmond Tutu, Nobel Peace Laureate and Archbishop emeritus* Valuable combination of psychological insights and practical suggestions for better educational practiceChallenging Homophobia brings together accounts of how educators in various national and cultural contexts are dealing with prejudice, discrimination, stereotyping and sometimes overt violence against sexual minorities--particularly lesbian and gay youth and adults.The contributors emphasize the importance of changing the prejudicial attitudes of people who believe that their homophobic views on sexuality are morally superior. The book provides a valuable combination of reflections on the underlying psychological and social processes and suggestions for better educational practice, including tested lesson plans and inspiring resources for challenging the social ill of homophobia. With its insights into the effective and creative methods developed in nine different countries to address homophobia, this book is essential for educators, students, and administrators.The contributors Lutz van Dijk (South Africa); Barry van Driel (Belgium); Elisabeth Atkinson and Renee DePalma; Debbie Epstein and Sarah O’Flynn (UK); Dawn Betteridge, Lutz van Dijk (South Africa); Peter Dankmeijer (The Netherlands); Melinda L. de Jesus and Michele Kahn (US); Darren Lund (Canada); Stefan Timmermanns (Germany); Krzysztof Zablocki (Poland).

"Chapters describe models of learning in, by and for co-operatives, based upon the values and principles of the movement, namely: democracy and solidarity, equality and equity, self-help and self-responsibility. Co-operative values and principles have also been applied to over 600 co-operative schools and inform the movement for co-operative higher education. The book celebrates the centenary in 2019 of the Co-operative College, which has played a leading role in the development of co-operative education and is working towards a cooperative university. "

In 2014 the Children and Families Act extended the protection of educational services to include people up to age 25, so since then educational psychologists have worked in post-16 establishments as well as schools. This book presents case studies that illuminate how psychology is applied to enhancing the lives of adolescents and young adults as they grapple with, for example, the ethics of consent, and the management of transitions to adulthood and independent living. It gives a voice to vulnerable students whose aspirations and hopes differ entirely from those of younger children. Commissioned and compiled by members of the British Psychological Society's Division of Educational and Child Psychology, this timely collection is invaluable for educational psychologists and will interest parents, young people, social workers, teachers, lecturers and administrators in further and higher education.

Cover -- Introduction -- On the Road -- Comrade Rosie Rosen -- Chickens -- Part One: The Politics of Language and English Teaching -- Language and Class: A critical look at the theories of Basil Bernstein

One of the UK’s most distinctive areas of arts practice is theatre for young audiences. This edited collection gathers together new and original work on the topics, practices and critical perspectives which characterize theatre for the young. It features chapters on theatre and ownership, active spectatorship and audience interaction. Others focus on specific audiences such as children and young people with profound disabilities or nonverbal audiences. A chapter looks at creative methods such as using “child’s play” to create plays for children; another considers how to develop our understanding about children’s perception of theatre created for them through interviewing them and studying their drawings. Other chapters discuss how to connect teenagers with Shakespeare’swork; how theatre can engage with children in a globalized multicultural society; the current status of Theatre in Education in the UK; and the work staged by the National Theatre for young audiences.The contributors include Gill Brigg, David Broster, Dominic Hingorani, Jeanne Klein Geoffrey Readman, James Reynolds, Matthew Reason, Peter Wynne-Willson, Jan Wozniak and Oily Cart’s Tim Webb.

At a time when difference is proliferating in society and schools, this book for student and new teachers discusses how to approach social issues in the classroom that they fear might cause offence or make them appear insensitive to difference.

The desirability of creativity in learning is being emphasized more and more in Europe, the East and the West. Creative learning derives its uniqueness from certain enabling conditions. Defining and documenting it is slippery and problematic, but has to be done if we are to develop it meaningfully in schools.This book explores new theoretical, practical and methodological directions for engaging with creative learning and for documenting it by evidence-based research by researchers and practitioners in the UK, US, China, South-East Asia, India and Europe; case study accounts of practitioner research work with children in a variety of settings; and theoretical chapters reviewing research methods, theorizing about these processes, synthesizing findings and insights, and drawing on themes arising from the case studies.Creative Learning 3-11 is for everyone with an active interest in creativity in education–teachers, students, researchers, trainers, policy developers, and parents. It will be an essential reader on teacher education courses at all levels and will provide critical support material for schools seeking to understand creative learning and to develop more creative ways of teaching.

How should we educate citizens in multicultural societies? This question is receiving increasing attention in countries across the world. In this volume authors from England, Northern Ireland, the Republic of Ireland and the United States report on recent research in this field and consider the implications for teachers, teacher education and student teachers. Case studies illustrate how young citizens can learn to apply the principles of human rights and equality in resolving complex and controversial issues.The contributors include Hilary Claire, Colm O’Cuanachain, Carole Hahn, Anne Hudson, Ulrike Neins and Jackie Reilly, Jill Rutter, Chris Wilkins.This book will be of particular interest to student teachers and their tutors.