{"title":"Policy And Practice In Education","description":null,"products":[{"product_id":"community-education-lifelong-learning-and-social-inclusion-book-lyn-tett-9781903765111","title":"Community Education, Lifelong Learning and Social Inclusion","description":null,"brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49515303305489,"sku":"GOR001870563","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1903765110.jpg?v=1750834799"},{"product_id":"coaching-and-mentoring-book-christine-forde-9781906716295","title":"Coaching and Mentoring","description":"In the continuous drive for improvement in learning and achievement in schools, the development of teachers and of school leaders remains a major focus of policy. Alternative approaches to professional development have been introduced in the Scottish education system, including coaching, mentoring, and learning communities. The use of coaching and mentoring is evident at every level of teacher development, from the student teacher to the expert teacher, and from early leadership development to the sustaining of long serving head teachers. The idea of learning communities, where teachers work together, has been a recent addition to continuing teacher development, but there are few publications that examine the use of strategies such as coaching, mentoring, and learning communities. A critical appraisal of policy and practice in relation to continuing teacher development is the focus this book. The contributions cover policy, discuss conceptual analysis, and provide case studies. All exa","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49515556176145,"sku":"GOR007713232","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1906716293.jpg?v=1751281560"},{"product_id":"practice-based-learning-book-jenny-reeves-9781903765821","title":"Practice Based Learning","description":"The introduction of Chartered Teacher status in Scotland has created the need for a text that helps teachers to undertake the practice-based elements of that Standard. Aspiring Chartered Teachers also need materials that support them in making sense of the requirement to display professional influence and contribute to their profession. The editors and contributors to this volume provide theoretical and practical tools to enable teachers to develop their classroom practice within the current context of Scottish education - where improving teaching and learning is no longer simply construed as an individual endeavour. The focus is on the development of evidence-informed practice through the use of reflexive and enquiry based approaches to improving the learning of pupils in schools.The book draws on the work of teachers both in their own classrooms and also as members of collaborative professional enquiry groups. The book is intended for teachers, Continuing Professional Development providers, including school leaders and managers, and those academics interested in the professional development of experienced practitioners. Its purpose is to provide teachers with an overview of both the processes and the experience of developing the practice of teaching which is both theoretically sound and practicable. Since it is focused on transforming the classroom practice of teachers as a basis for improving school performance this book will have an international appeal in all countries where the development and recognition of 'expert teachers' is a priority.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49562162987281,"sku":"GOR004908630","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/190376582X.jpg?v=1751347727"},{"product_id":"better-learning-better-behaviour-book-george-head-9781903765678","title":"Better Learning, Better Behaviour","description":"George Head explores the issues surrounding young people experiencing social, emotional and behavioural difficulties (SEBD) and suggests teaching strategies that, in targeting such children work to the benefit of all at school. Furthermore, the book argues that, within a context of inclusion, provision for pupils regarded as belonging to the category requires to be refocused onto their learning rather than their behaviour. The focus of educational policy has become increasingly rights based and conflicts arise from, for example, the right of children with SEBD to be taught alongside their peers as against the right of the majority of pupils to learn without the disruption caused by inappropriate behaviour. Through a critical examination of theories of behaviour and learning, recent policy and research, the book argues that traditional approaches that focus on young people's behaviour have been inadequate and have led to the marginalisation of children and their teachers. These traditional approaches have led to the construction of pupil and teacher identities that are based on personal and professional deficit thus reinforcing views that segregated provision is the most appropriate educational context for this group. Instead, the author argues that a shift in practice that is posited on optimistic theories of behaviour and adopts a focus on learning rather than behaviour will help create the identities of effective learner and teacher that will enhance the educational experience of all young learners in schools. Intended as a textbook for student teachers and a reference for those involved in teaching young people with social, emotional or behavioural difficulties this analysis will appeal wherever schools grapple with these problems.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49568565690641,"sku":"GOR005869252","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1903765676.jpg?v=1751443015"},{"product_id":"professional-school-leadership-book-daniel-murphy-9781903765753","title":"Professional School Leadership","description":"Political and social expectations of schools and their leaders are very high. The ideal school leader is often portrayed heroically, as someone who is able to drive forward an agenda of change and improvement whatever the challenges. Yet the experience of school leadership is more complex. School leaders find a gap between their aspirations and the tensions of the job, leading to high levels of personal and professional stress. These tensions arise between individuals and groups within plural school communities whilst the competing priorities set for the education system by its political masters are exacerbated by the competing values and interests found in our complex societies. In schools, this gives rise to specific and unavoidable dilemmas which affect individuals deeply, dilemmas which can occur on a daily basis. Daniel Murphy uses this concept of 'dilemmas' to rebalance our understanding of the work of school leaders. This analysis offers helpful support to school leaders facing difficult decisions and insight for those on leadership training programmes into the experience, as well as the aspiration, of leadership. It provides a frame for 'dealing with dilemmas', drawing on experience of school leadership, the psychology of learning and the perspectives of the politics and the ethics of schooling. The book concludes with some important insights into what the dilemmas tell us about the character of all public service in complex plural democracies. \"Dealing with Dilemmas\" will be of considerable use to school leaders and those training for leadership roles in schools and education administration. Research reveals that these dilemmas are experienced by school leaders across the globe.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49572179378449,"sku":"GOR008300057","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1903765757.jpg?v=1751028475"},{"product_id":"family-learning-book-jeannie-mackenzie-9781903765999","title":"Family Learning","description":"The involvement of parents in their children's learning is of increasing concern. In Scotland, there is widespread apprehension that legislation has done little to increase genuine parental involvement. Jeannie Mackenzie makes a case for schools to take a fresh approach. She contends that, in seeking to increase parental involvement in learning, schools tend to use means that are informed by the professional expertise of teachers. This, unintentionally, distances, disengages and disempowers the parents that schools most wish to reach. Present practice is contrasted with that of family learning, which uses an appreciative, affirming and accessible approach to better achieve the goal. The volume sketches the history of family learning in Scotland and its connections with international developments. It proposes a working definition of family learning and means to measure its effectiveness. Family learning is located within social and situational theories of learning and the reader is provided with practical examples from across Scotland.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49587747553553,"sku":"GOR008300058","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ GOOD \/ INTERNAL","offer_id":49589008990481,"sku":"GOR011699793","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1903765994.jpg?v=1751426246"},{"product_id":"faith-schools-in-the-21st-century-book-steven-j-mckinney-9781903765814","title":"Faith Schools in the 21st Century","description":"Faith schools are in the news all over the world. Are they a good thing or a bad thing in a modern pluralist society? This volume examines that contemporary debate concerning faith schooling, using a variety of conceptual and educational lenses. Edited by Stephen McKinney, this collection provides a scholarly, in-depth, detailed examination of the key themes in the current debate. The contributions are not written from a particular form of faith schooling but reflect the great variety and diversity in faith schooling across the English speaking world. Each examines the debate from both internal and external perspectives. The book first provides an overview of the key features of the contemporary academic debate around faith schools. This is followed by an examination of the relationship and coherence between faith schools and the expectations of education within liberal democracy. Further on, it explores the interface between faith schools and citizenship, and discusses the challenges","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49594145210641,"sku":"GOR007534718","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1903765811.jpg?v=1751219025"},{"product_id":"inter-agency-collaboration-book-ann-glaister-9781903765142","title":"Inter-Agency Collaboration","description":"Policy developments increasingly require public services to work across traditional professional boundaries. This volume draws together some Scottish case studies of collaborative activity, across education, health and social work, which focus upon children, and considers issues emerging at the interface between policy and practice from the different professional perspectives. There is a growing literature on partnership in general: its forms, definitions, costs, benefits, contexts etc. And there is beginning to appear some evaluation of the policies in Scotland. But while policy is national, implementation is local, having to take account of local constraints and opportunities, and being implemented by individual practitioners. The intention of this volume is to convey a sense of the experience of what is happening on the ground and to illustrate the impact at operational\/practitioner level. It will appeal to policy makers and students of new partnerships for the development of services for children.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49628168421649,"sku":"GOR008280599","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1903765145.jpg?v=1751379590"},{"product_id":"building-a-learning-community-in-the-primary-classroom-book-margaret-martin-9781903765685","title":"Building a Learning Community in the Primary Classroom","description":"The introduction of co-operative learning creates the environment for the development of a learning community in the classroom. This approach demands a reappraisal of the way teaching and learning is organised and a shift in the relations between teachers and pupils. Co-operative learning is a well researched instructional strategy with a long history in the USA, Canada and Europe. Major benefits have been identified in relation to higher achievement and greater productivity, more positive relationships and greater psychological health, social competence and self-esteem. Interest in this approach to organising learning and teaching has begun to build in Scotland in recent years, with a number of local authorities interested in exploring its possibilities. The introduction of 'A Curriculum for Excellence' has provided a focus on innovative approaches to learning, enabling young people to develop their capacities as confident individuals, successful learners, responsible citizens and effective contributors to society. Equally important has been the introduction of high profile support for formative assessment practices, through the 'Assessment is for Learning' programme, which highlights the changing role of the teacher and her relationship with the children in her class. However, the transformation required to build a real learning community in the classroom is more than just a change in instructional strategies; for many teachers, it is a change of philosophy. This book explores that crucial personal dimension of putting policy into practice. Margaret Martin's study will appeal to student teachers, experienced teachers and teacher educators.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49632687259921,"sku":"GOR003952647","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1903765684.jpg?v=1750726328"},{"product_id":"youth-work-in-communities-and-schools-book-annette-coburn-9781906716233","title":"Youth Work in Communities and Schools","description":"Working across professional and disciplinary boundaries, young people and youth workers collaborate to create powerful learning environments in communities, schools and other settings. The authors explore how youth work, as a critical and problem-posing pedagogy, enables young people to transform their lives. The main themes of the book are historical and contemporary practices and policies on youth work; interdisciplinary and collaborative practices; and education in a socially situated learning environment that is potentially transformational. The result is a critical appraisal of youth work in the context of an increasingly risk averse and surveillant society. Problem posing and critical pedagogy provide a framework for discussion of a range of contemporary educational youth work practices. Chapters combine the findings of empirical research with practice experience, illustrated by casework examples, to provide a critical overview of contemporary youth work in Scotland. National policy suggests an increased role for youth work in schools, in health promotion and in the regeneration of communities, so this volume offers a timely insight into those interdisciplinary practices that contribute to enhancing young people's lives through educational youth work. With their inter-disciplinary approach the authors have provided a resource for those undertaking professional studies in working with young people, community education, community learning and development and in working in communities. The text will also appeal to all professionals engaged in continuing professional development, post-graduate study or collaborative endeavours with youth work colleagues.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49660944646417,"sku":"GOR005996369","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ LIKE_NEW \/ INTERNAL","offer_id":50162861441297,"sku":"GOR013138667","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1906716234.jpg?v=1750996865"},{"product_id":"special-educational-needs-book-sheila-riddell-9781903765708","title":"Special Educational Needs","description":"In the context of social inclusion, the field of special educational needs is of great importance. This a revised and updated edition of Sheila Riddell's successful work comparing Special Educational Needs (SEN) frameworks in Scotland and England. The author questions how justice for children with SEN and their parents may be achieved. Questions are raised about the nature of school inclusion, its relationship with social inclusion more widely and the compatibility of the raising standards and social inclusion agendas. Finally, the provisions, practice and implications of legislation prohibiting discrimination against disabled children in schools are discussed. The central contention of the author is that improving educational provision for children with SEN is likely to lead to better provision for all.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":50067965116689,"sku":"GOR007683060","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1903765706.jpg?v=1750900349"},{"product_id":"early-childhood-education-book-j-eric-wilkinson-9781903765173","title":"Early Childhood Education","description":"Recent years have seen unprecedented attention paid to early childhood education in Scotland. Eric Wilkinson outlines the main policies introduced under New Labour, including the Childcare Strategy, the Curriculum Framework, the Care Commission and Sure Start, and draws attention to the growing regulatory framework in which early childhood education is now located. The influence of research findings on policy formulation and the tensions of Third Way policies in early years education are also examined. Finally, Professor Wilkinson attempts to balance contemporary concerns to protect vulnerable children with the desire to give all children the best opportunities to develop and learn. 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