New publications

The Critical Middle School Reader is a collection of essays presenting multiple critical perspectives on adolescence and middle-level education, including critical theory and pedagogy, cultural studies of youth, critical psychology, postmodernism and contemporary feminism. This compilation aims to introduce students, pre-service teachers, and teacher educators to a range of perspectives and will guide them through an analysis and critique of both classical and critical texts. Designed to challenge and reframe the basic assumptions about youth development and public education, the collection attempts to support current and prospective teachers and school administrators in their efforts to imagine and create possibilities for youth. It includes readings on the theory and practice of middle-level education. Individual chapters end with discussion questions designed to make critical perspectives accessible for teacher educators and pre-service teachers. (Adapted from the publisher's description).

Two experienced principals describe how school leaders can effectively manage human relationships and dynamics at work in schools. Structures and processes that encourage staff to communicate directly with each other are outlined, to help school leaders identify unspoken grievances and hidden agendas. Various tips are offered, including how to determine the strength of a collaborative decision, how to help staff manage the stress associated with long-term improvement efforts, and how to engage all staff in group conversation and recognise crisis indicators. (Adapted from publisher's description.)

Using the principles from the American Curriculum Guidance for the Foundation Stage, this book suggests a model of good practice for early years educators. The authors encourage practitioners to take a step back from daily routines and focus on the individual development of each child. The importance of play, relationships with others,  independent learning and of developing confidence and self-esteem is stressed throughout the book. Suggestions for teaching cover building foundations, active learning, the world around us, growing confidence, learning about self and others, stregthening existing knowledge and skills, different learning styles and independence. (Adapted from the publisher's description)

This book attempts to describe new concepts about how language mediates science learning. The author argues that the language used in learning science not only shapes communication, but also influences students’ scientific practices and approaches. In this way, students’ acquisition and use of language in science shapes their understanding and navigation of the world around them. Analyses from classrooms are used to show students learning new ways of talking about the world, and learning science more effectively in the process. Topics include taking position and orienting in the world, explanations, public and private talk, how teaching mediates language and knowledge, new ways of talking, and the impact of space, physical orientation, and group size. (Adapted from the publisher's description.)

Based on research conducted by the ICSEI, this book assesses the progress of eight secondary schools in England as they deal with challenging circumstances. It explores key issues in the field of school improvement, including the impact of policy decisions, school-based responses to challenges, obstacles to success, resources and facilities that offer effective assistance, and strategies to meet local community needs. Nine conclusions and recommendations for school leaders and policy-makers in similar situations are suggested. The authors also provide insight from their own experiences in disadvantaged schools across Britain, the USA and other parts of the world. (Adapted from publisher's description.)