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A Century ofKnowledgeEducation

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WelcomeA Century of Knowledge - Education Catalogue

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ContentsBilingualism/ESL ................................................................................................................................................................. 2

Curriculum Studies ............................................................................................................................................................ 5

Education Policy & Politics ............................................................................................................................................. 14

Education Studies ............................................................................................................................................................ 20

Educational Research ...................................................................................................................................................... 23

Higher Education ............................................................................................................................................................. 26

Inclusion & Special Needs Education ........................................................................................................................... 29

Sociology of Education ................................................................................................................................................... 31

Index ................................................................................................................................................................................... 33

Dummy text to keep placeholder2nd EditionConsidering Emotions in Critical English LanguageTeaching

Teaching Language Arts to English LanguageLearners

Theories and PraxisAnete Vásquez, Kennesaw State University, USA, Angela L.Hansen, Northern Arizona University, USA and Philip C.Smith, University of South Florida, USASeries: Teaching English Language Learners across theCurriculumThis thoroughly revised and updated text provides readers witha comprehensive understanding of both the challenges thatface ELLs and ways in which educators might address them inthe language arts classroom. The authors offer proventechniques that teachers can readily use to teach reading,writing, grammar, and vocabulary as well as speaking, listening,and viewing skills. A complete section is also devoted to ways

Sarah Benesch, College of Staten Island/City University ofNew York, USAGroundbreaking in the ways it makes connections amongemotion, critical theory, & pedagogy, this book explores the roleof students’ & teachers’ emotions in college instruction,illuminating key literacy & identity issues faced by immigrantstudents learning English in postsecondary institutions: Howhave emotions & affect been theorized from a critical perspective,& how might these theories be applied to English languageteaching & learning? What do complex & shifting emotions, suchas hope, indignation, & compassion, have to do with Englishlanguage teaching & learning in the neoliberal context in publicteachers can integrate all five strands of the language arts curriculum into a comprehensive

unit of study with meaningful accommodations for ELLs. universities? How might attention to emotions lead to deeper understanding of classroominteractions & more satisfying educational experiences for English language teachers &Routledge

Market: EducationMarch 2013: 254 x 178: 198ppHb: 978-0-415-64144-9: £95.00

students? These questions are addressed not just theoretically, but also practically withexamples from college classes in which various emotions came into play. <

RoutledgeMarket: EducationMarch 2013: 229 x 152: 148ppHb: 978-0-415-88203-3: £90.00

Pb: 978-0-415-63978-1: £24.99eBook: 978-0-203-08190-7* For full contents and more information, visit: www.routledge.com/9780203081907


Dummy text to keep placeholderDummy text to keep placeholderPragmatics for Language EducatorsMultilingual Education and Sustainable Diversity

Work A Sociolinguistic PerspectiveVirginia LoCastro, University of Florida, USASeries: ESL & Applied Linguistics Professional SeriesMaking pragmatics accessible to a wide range of learners andteachers without dumbing down the content of the field, thistext for language professionals:

raises awareness and increase knowledge and understandingof how human beings use language in real situations to engagein social action fosters the ability to think critically aboutlanguage data and use helps readers develop the ability to "dopragmatics"The book features careful explanations of topics and conceptsthat are often difficult for uninitiated readers, a wealth of

From Periphery to CenterEdited by Tove Skutnabb-Kangas, University of Roskilde,Denmark and Åbo Akademi University, Finland and KathleenHeugh, University of South Australia and University of theWestern Cape, Africa.Drawing on the most powerful and compelling research datato date and connecting this research to linguistic human rights,this book explores the conditions and practices of robustbilingual and multilingual educational innovations and systemsin both system-wide and minority-settings and what it is thatmakes these viable. It demonstrates how, in countries whereeducational practices are inclusive of linguistic diversity andresponsive to local conditions and community participation, examples, and attention to the needs of non-native English speakers, with non-Western

perspectives offered when possible. Suggested Readings, Tasks, Discussion Questions, andData Analysis sections involve readers in extending and applying what they are reading.

implementation of bilingual education even within limited budgetary investment can besuccessful.


RoutledgeMarket: EducationJune 2013: 229 x 152: 318ppHb: 978-0-415-89366-4: £100.00

Pb: 978-0-415-80116-4: £35.99Pb: 978-0-415-89367-1: £34.99eBook: 978-0-203-85094-7eBook: 978-0-203-81589-2* For full contents and more information, visit: www.routledge.com/9780203850947* For full contents and more information, visit: www.routledge.com/9780203815892

2nd Edition • TEXTBOOK3rd Edition • TEXTBOOKLanguage Exploration and AwarenessLanguage Exploration and AwarenessA Resource Book for TeachersA Resource Book for TeachersLarry AndrewsLarry Andrews

First Published in 2006. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: EducationJanuary 2013: 229 x 152: 368ppPb: 978-0-805-84308-8: £36.99

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: EducationSeptember 2013: 229 x 152: 344ppeBook: 978-1-315-04514-6* For full contents and more information, visit: www.routledge.com/9781315045146

eBook: 978-0-203-92911-7* For full contents and more information, visit: www.routledge.com/9780203929117

Browse and order online:www.routledge.com/education/

BILINGUALISM/ESL2

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TEXTBOOKTEXTBOOKMulticultural Issues and Literacy AchievementBilingual Education

Kathryn AuSeries: Literacy Teaching SeriesFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

Teachers' NarrativesNancy LembergerFirst Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeDecember 2013: 229 x 152: 224ppPb: 978-0-805-82258-8: £27.99eBook: 978-1-315-04505-4* For full contents and more information, visit: www.routledge.com/9781315045054

September 2013: 229 x 152: 232ppHb: 978-0-805-84400-9: £65.00Pb: 978-0-805-84401-6: £24.99eBook: 978-1-315-04545-0* For full contents and more information, visit: www.routledge.com/9781315045450

4th Edition • TEXTBOOK2nd EditionSocial Linguistics and LiteraciesLanguage and Minority RightsIdeology in DiscoursesEthnicity, Nationalism and the Politics of Language

James GeeIn its first edition, Social Linguistics and Literacies was a majorcontribution to the emerging interdisciplinary field ofsociocultural approaches to language and literacy, and was oneof the founding texts of the ‘New Literacy Studies’.This classic introduction:

engages with topics such as orality and literacy, the history ofliteracy, the nature of discourse analysis and social theories ofmind and meaning explores how language functions in a societythrough the exploration of the notion of ‘Discourse’, it surveysthe current state of the field with specific reference tocross-cultural issues in communities and schools.This fully-updated new edition incorporates contemporary work

on "new literacies", that is, meaning making that uses digital media, images, or "multimodaltexts" which integrate words and images.

Stephen May, University of Auckland, New ZealandThe 2nd edition addresses new theoretical and empiricaldevelopments since its initial publication, including theburgeoning influence of globalization and the relentless rise ofEnglish as the current world language. May’s broad position,however, remains largely unchanged. He argues that the causesof many of the language-based conflicts in the world today stilllie with the nation-state and its preoccupation with establishinga 'common' language and culture via mass education. Thesolution, he suggests, is to rethink nation-states in more culturallyand linguistically plural ways while avoiding, at the same time,essentializing the language-identity link. This edition, like thefirst, adopts a wide interdisciplinary framework, drawing on

sociolinguistics, applied linguistics, sociology, political theory, education and law. It includesnew discussions of cosmopolitanism, globalization, the role of English, and language andmobility, highlighting the ongoing difficulties faced by m

RoutledgeMarket: Education/Social LinguisticsApril 2014: 216x138: 242ppHb: 978-0-415-61775-8: £100.00

RoutledgeMarket: EducationJune 2013: 229 x 152: 434ppHb: 978-0-805-86307-9: £110.00 Pb: 978-0-415-61776-5: £28.99Pb: 978-0-805-86306-2: £33.99 eBook: 978-0-203-81444-4eBook: 978-0-203-83254-7 * For full contents and more information, visit: www.routledge.com/9780203814444* For full contents and more information, visit: www.routledge.com/9780203832547

Dummy text to keep placeholderDummy text to keep placeholderEthnography and Language PolicyLinguistic Imperialism Continued

Edited by Teresa L. McCarty, Arizona State University, USAIlluminating, through ethnographic inquiry, how individualagents "make" language policy in everyday social practice, thisvolume advances the growing field of language planning andpolicy using a critical sociocultural approach. From thisperspective, language policy is conceptualized not only as officialacts and documents, but as language-regulating modes ofhuman interaction, negotiation, and production mediated byrelations of power.

Using this conceptual framework, the volume addresses theimpacts of globalization, diaspora, and transmigration onlanguage practices and policies; language endangerment,revitalization, and maintenance; medium-of-instruction policies;

Robert Phillipson, Copenhagen Business School, Denmark(Emeritus)This volume brings together key writings since the 1992publication of Linguistic Imperialism − Robert Phillipson’scontroversial benchmark volume, which triggered a majorre-thinking of the English teaching profession by connectingthe field to wider political and economic forces. Analyzing howthe global dominance of English in all domains of power ismaintained, legitimized and persists in the 21

st century, Linguistic

Imperialism Continued reflects and contributes in importantways to understanding these developments.

This book is not for sale in India, Pakistan, Bangladesh, Sri Lanka,Nepal, and Bhutan.

literacy and biliteracy; language and ethnic/national identity; and the ethical tensions inRoutledgeMarket: EducationJanuary 2013: 216 x 140: 288ppPb: 978-0-415-87201-0: £37.99

conducting critical ethnographic language policy research. These issues are contextualizedin case studies and reflective commentaries by leading scholars in the field.

RoutledgeeBook: 978-0-203-85717-5 Market: Education* For full contents and more information, visit: www.routledge.com/9780203857175 April 2014: 229 x 152: 328pp

Hb: 978-0-415-80139-3: £105.00Pb: 978-0-415-80140-9: £34.99eBook: 978-0-203-83606-4* For full contents and more information, visit: www.routledge.com/9780203836064

Companion WebsiteNew in Paperbacke-InspectionComplimentary Exam Copy

3BILINGUALISM/ESL












Dummy text to keep placeholderGlobalization and Educational RightsAn Intercivilizational Analysis

Joel SpringSeries: Sociocultural, Political, and Historical Studies in EducationFirst Published in 2001. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2014: 229 x 152: 200ppHb: 978-0-805-83881-7: £70.00Pb: 978-0-805-83882-4: £27.99eBook: 978-1-410-60602-0* For full contents and more information, visit: www.routledge.com/9781410606020


BILINGUALISM/ESL4




Dummy text to keep placeholderDummy text to keep placeholderUnderstanding Readers' UnderstandingInstructional Models in ReadingTheory To PracticeEdited by Steven A. Stahl and David A. Hayes

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company. Edited by Robert J. Tierney, Patricia L. Anders and Judy Nichols MitchellRoutledgeApril 2013: 229 x 152: 400ppHb: 978-0-805-81459-0: £90.00Pb: 978-0-805-82286-1: £73.99

First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeFebruary 2013: 344ppHb: 978-0-898-59911-4: £70.00eBook: 978-0-203-05683-7


* For full contents and more information, visit: www.routledge.com/9780203056837

Dummy text to keep placeholderDummy text to keep placeholderLearning Gardens and Sustainability EducationThinking Practices in Mathematics and Science

Learning Bringing Life to Schools and Schools to LifeDilafruz Williams, Portland State University, USA andJonathan Brown, Portland State University, USAOffering a fresh approach, this book goes beyond touting thebenefits of learning gardens to survey them as a whole-systemsdesign solution with potential to address interrelated social,ecological, and educational issues. The authors creatively placesoil at the center of the discourse on sustainability educationand learning gardens design and pedagogy. Seven attributesfrom the metaphor of living soil are presented as a guide:Cultivating a sense of place; Fostering curiosity and wonder;Discovering rhythm and scale; Valuing biocultural diversity;Embracing practical experience; Nurturing interconnectedness;

Awakening the senses.

Edited by James G. Greeno and Shelley V. GoldmanFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeApril 2013: 229 x 152: 440ppHb: 978-0-805-81659-4: £100.00Pb: 978-0-805-81660-0: £48.99eBook: 978-0-203-05311-9* For full contents and more information, visit: www.routledge.com/9780203053119

The living soil of learning gardens forms the basis of a new metaphoric language servingto contest dominant efficiency and accountability metaphors presently influencingeducational discourse. Examples from urban school students, teachers, and school leadersprovide practical understanding of how bringing life to schools can indeed bring

RoutledgeMarket: EducationMay 2013: 229 x 152: 222ppHb: 978-0-415-89981-9: £100.00Pb: 978-0-415-89982-6: £24.99eBook: 978-0-203-15681-0* For full contents and more information, visit: www.routledge.com/9780203156810

2nd Edition • TEXTBOOKDummy text to keep placeholderReader Response in Secondary and CollegeClassrooms

Assessment of Authentic Performance in SchoolMathematics

Edited by Nicholas J. KarolidesEdited by Richard A. Lesh and Susan J. LamonFirst Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeApril 2013: 400ppPb: 978-0-805-83024-8: £45.99eBook: 978-0-203-42188-8

RoutledgeApril 2013: 229 x 152: 456ppHb: 978-0-805-81877-2: £105.00eBook: 978-0-203-05339-3

* For full contents and more information, visit: www.routledge.com/9780203421888* For full contents and more information, visit: www.routledge.com/9780203053393


5CURRICULUM STUDIES








Dummy text to keep placeholderDummy text to keep placeholderManaging to Be DifferentLearning with Information SystemsEducational Leadership as Critical PracticeLearning Cycles in Information Systems Development

Ron ScappFirst Published in 2006. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeJanuary 2013: 216 x 140: 168ppHb: 978-0-415-94862-3: £105.00Pb: 978-0-415-94863-0: £27.99

Simon BellSeries: Routledge Research in Information SystemsFirst Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: Development Studies, Information Technology and GeographyFebruary 2013: 248ppHb: 978-0-415-10603-0: £100.00eBook: 978-0-203-42635-7* For full contents and more information, visit: www.routledge.com/9780203426357


Dummy text to keep placeholderDummy text to keep placeholderConstructing Worlds through Science EducationMediating Science Learning through Information

and Communications Technology The Selected Works of John K. GilbertJohn K. Gilbert, University of Reading, UKSeries: World Library of EducationalistsFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

Edited by Richard Holliman and Eileen ScanlonFirst Published in 2003. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Science EducationApril 2013: 234x156: 224ppHb: 978-0-415-32832-6: £120.00

Market: EducationMay 2013: 234x156: 288ppHb: 978-0-415-35217-8: £110.00Pb: 978-0-415-35218-5: £31.99Pb: 978-0-415-32833-3: £34.99eBook: 978-0-203-69877-8eBook: 978-0-203-46400-7* For full contents and more information, visit: www.routledge.com/9780203698778* For full contents and more information, visit: www.routledge.com/9780203464007

Dummy text to keep placeholderDummy text to keep placeholderMultimodal Composing in ClassroomsRhetoric and Educational DiscourseLearning and Teaching for the Digital WorldPersuasive Texts

Edited by Suzanne M. Miller, University at Buffalo, SUNY,USA and Mary B. McVee, University at Buffalo, SUNY, USATaking a close look at multimodal composing as an essentialnew literacy in schools, this volume draws from contextualizedcase studies across educational contexts to provide detailedportraits of teachers and students at work in classrooms. Authorselaborate key issues in transforming classrooms with studentmultimodal composing, including changes in teachers, teaching,and learning. Six action principles for teaching for embodiedlearning through multimodal composing are presented andexplained.The rich illustrations of practice encourage bothdiscussion of practical challenges and dilemmas and

Richard Edwards, Katherine Nicoll, Nicky Solomon andRobin UsherFirst Published in 2004. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: EducationFebruary 2013: 234x156: 208ppHb: 978-0-415-29670-0: £110.00

conceptualization beyond the specific cases. What Multimodal Composing in Classroomscontributes to this scholarship are the voices of teachers and students talking aboutchanging practices in real classrooms.

RoutledgeMarket: EducationJune 2013: 229 x 152: 164ppHb: 978-0-415-89748-8: £95.00




CURRICULUM STUDIES6













TEXTBOOKTEXTBOOKCurriculum in AbundanceCross-Curricular Teaching and Learning in the

Secondary School… Humanities David W. Jardine, University of Calgary, Canada, PatriciaClifford, Galileo Educational Network Association, Canadaand Sharon Friesen, Galileo Educational NetworkAssociation, University of Calgary, CanadaFirst Published in 2006. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeFebruary 2013: 336ppPb: 978-0-805-85601-9: £29.99eBook: 978-0-203-82613-3

History, Geography, Religious Studies and CitizenshipRichard Harris, University of Southampton, UK, SimonHarrison, Swanmore College of Technology, Southampton,UK and Richard McFahnSeries edited by Jonathan SavageSeries: Cross-Curricular Teaching and Learning in...Drawing on case studies taken from a range of innovativesecondary schools, and interrogating the use of cross-curricularapproaches in UK schools, Cross-Curricular Teaching and Learningin Humanities constructs a research based pedagogy withpractical steps for students and teachers as they consider howcross-curricular approaches can be implemented in their own

subject areas.eBook: 978-1-410-61436-0Routledge

Market: Secondary Education/HumanitiesMarch 2013: 246x174: 164ppHb: 978-0-415-56188-4: £100.00



Dummy text to keep placeholderDummy text to keep placeholderCivic Education for Diverse Citizens in Global TimesSubjectivity, Curriculum, and SocietyRethinking Theory and PracticeBetween and Beyond the German Didaktik and Anglo-American

Curriculum Studies Edited by Beth C. Rubin and James M. GiarelliThis book explores four interrelated themes: rethinking civiceducation in light of the diversity of U.S. society; re-examiningthese notions in an increasingly interconnected global context;re-considering the ways that civic education is researched andpracticed; and taking stock of where we are currently throughuse of an historical understanding of civic education. ; ; It isdirected at students, researchers and practitioners of socialstudies education, seeks to engage this divide by offering acollection of work that puts practice at the center of researchand theory.

Routledge

Tero AutioSeries: Studies in Curriculum Theory SeriesFirst Published in 2006. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMay 2013: 229 x 152: 192ppHb: 978-0-805-85468-8: £70.00Pb: 978-0-415-65212-4: £28.00

Market: EducationOctober 2013: 275ppHb: 978-0-805-85159-5: £75.00Pb: 978-0-415-50466-9: £30.00eBook: 978-0-203-82691-1eBook: 978-0-203-82146-6eBook: 978-1-410-61629-6* For full contents and more information, visit: www.routledge.com/9780203821466* For full contents and more information, visit: www.routledge.com/9780203826911

TEXTBOOKDummy text to keep placeholderArt TeachingHandbook of Research on Science EducationElementary through Middle SchoolEdited by Sandra K. Abell, Ken Appleton, Central

Queensland University, Australia and Deborah L. Hanuscin,University of Missouri, USAThis state-of-the art research handbook provides acomprehensive, coherent, current synthesis of the empirical andtheoretical research concerning teaching and learning in scienceand lays down a foundation upon which future research can bebuilt. The contributors, all leading experts in their research areas,represent the international and gender diversity that exists inthe science education research community.

As a whole, the Handbook of Research on Science Educationdemonstrates that science education is alive and well and

George Szekely, University of Kentucky, USA and Julie AlsipBucknam, Eastern Kentucky University, USAThis comprehensive, up-to-date art methods text presentsfundamental theories, principles, creative approaches, andresources for art teaching in elementary through middle school.Taking the reader to the heart of the classroom, it portrays realsituations, actual art classes, and daily events inside public schoolart rooms. Art Teaching is a practical guide, describing therealities, challenges, and joys of teaching art, discussing the artroom as a zone for creativity, and illustrating how to navigate ina school setting in order to create rich art experiences for

illustrates its vitality. It is an essential resource for the entire science education community, students. Important aspects of curriculum development, integration, evaluation, art roomincluding veteran and emerging researchers, university faculty, graduate students,practitioners in the schools, and science education professionals outside of universities.

management, and professional development are covered. The text addresses teaching arthistory and aesthetics, the history of the field, and major contemporary issues. A wide rangeof art media with sample art activities is included. A feature of the text is its separate yetintegrated middle school section.

RoutledgeMarch 2013: 1344ppHb: 978-0-805-84713-0: £220.00 Routledge

Market: EducationJune 2013: 279 x 216: 313ppHb: 978-0-415-99057-8: £105.00

Pb: 978-0-805-84714-7: £85.99eBook: 978-0-203-82469-6eBook: 978-1-410-61531-2* For full contents and more information, visit: www.routledge.com/9780203824696 Pb: 978-0-415-99058-5: £60.99



7CURRICULUM STUDIES













3rd Edition • TEXTBOOKDummy text to keep placeholderSocial Studies for the Twenty-First CenturyLanguage, Ethnography, and EducationMethods and Materials for Teaching in Middle and Secondary Schools,3rd Edition

Bridging New Literacy Studies and BourdieuMichael Grenfell, Trinity College, University of Dublin,Ireland, David Bloome, The Ohio State University, USA,Cheryl Hardy, Liverpool John Moores University, UK, KatePahl, University of Sheffield, UK, Jennifer Rowsell, BrockUniversity, Canada and Brian V Street, King's College,University of London, UKThis frontline volume contributes to the social study of educationin general and literacy in particular by bringing together in anew way the traditions of language, ethnography, and education.Integrating New Literacy Studies and Bourdieusian sociologywith ethnographic approaches to the study of classroompractice, it offers an original and useful reference point for

Jack Zevin and Jack ZevinFirst Published in 2007. Routledge is an imprint of Taylor &Francis, an informa company.

Routledgescholars and students of education, language, and literacy wishing to incorporate Bourdieu’sideas into their work. August 2013: 254 x 178: 448ppThe authors posit ‘Classroom Language Ethnography’ as a genuinely new perspective withrich and developed traditions behind it, but distinct from conventional approaches to

Pb: 978-0-805-85558-6: £46.99eBook: 978-0-203-93681-8eBook: 978-1-410-61584-8literacy and education — an approach that bridges those traditions to yield fresh insights* For full contents and more information, visit: www.routledge.com/9780203936818on literacy in all its manifestations, thereby providing a pathway to more robust research

on language in education.

RoutledgeMarket: EducationJune 2013: 229 x 152: 226ppHb: 978-0-415-87248-5: £95.00Pb: 978-0-415-87249-2: £33.99eBook: 978-0-203-83605-7* For full contents and more information, visit: www.routledge.com/9780203836057

Dummy text to keep placeholderDummy text to keep placeholderTeaching Primary EnglishGlobalization, the Nation-State and the CitizenEdited by David Wray and Jane MedwellDilemmas and Directions for Civics and Citizenship EducationFirst Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.Edited by Alan Reid, University of South Australia, Judith

Gill, University of South Australia and Alan Sears, Universityof New Brunswick, CanadaSeries: Routledge Research in EducationThe past decade has seen an explosion of interest in civics andcitizenship education. This volume promotes a wider and moregrounded understanding of the ways in which citizenshipeducation is enacted across different nation states in order todevelop education for active and participatory citizenry in bothlocal and global contexts.

Routledge

RoutledgeNovember 2013: 234x156: 224ppPb: 978-0-415-08670-7: £31.99eBook: 978-0-203-97496-4* For full contents and more information, visit: www.routledge.com/9780203974964

Market: EducationMarch 2013: 229 x 152: 252ppHb: 978-0-415-87223-2: £95.00Pb: 978-0-415-84801-5: £30.00eBook: 978-0-203-85511-9* For full contents and more information, visit: www.routledge.com/9780203855119

TEXTBOOKDummy text to keep placeholderLiteracy and Language in the Primary YearsLanguage, Culture, and Community in Teacher

Education Jane Medwell and David WrayFirst Published in 1991. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Primary teaching, language development, and English teaching for academics andprofessionalsOctober 2013: 216x138: 272pp

Edited by Maria Estela Brisk, Boston College, USA Publishedby Routledge for the American Association of Colleges forTeacher EducationThis volume addresses the pressing reality in teacher educationthat all teachers need to be prepared to work effectively withlinguistically and culturally diverse student populations. Everyclassroom in the country is already, or will soon be, deeplyaffected by the changing demographics of America’s students. ; ; Marilyn Cochran-Smith’s Foreword and Donaldo Macedo’sIntroductory Essay set the context with respect to teachereducation and student demographics, followed by a series ofchapters presented in three sections: knowledge, practice, andpolicy.

RoutledgeMarket: Education

Pb: 978-0-415-04211-6: £30.99September 2013: 229 x 152: 432ppeBook: 978-1-315-00242-2Hb: 978-0-805-85697-2: £80.00* For full contents and more information, visit: www.routledge.com/9781315002422Pb: 978-0-805-85698-9: £23.99



CURRICULUM STUDIES8













Dummy text to keep placeholderTEXTBOOKCurriculum and Pedagogy in Inclusive EducationPhysical Education in the Early YearsValues into practicePauline Wetton

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company. Edited by Melanie Nind, Jonathan Rix, Kieron Sheehy andKaty SimmonsFirst Published in 2004. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

RoutledgeMarket: EducationOctober 2013: 234x156: 192ppPb: 978-0-415-13529-0: £30.99eBook: 978-1-315-00463-1* For full contents and more information, visit: www.routledge.com/9781315004631

Market: EducationOctober 2013: 234x156: 272ppHb: 978-0-415-35207-9: £130.00Pb: 978-0-415-35208-6: £33.99eBook: 978-1-315-01818-8* For full contents and more information, visit: www.routledge.com/9781315018188

Dummy text to keep placeholderTEXTBOOKLearning From Text Across Conceptual DomainsAspects of Teaching Secondary Modern Foreign

Languages Edited by Cynthia R. HyndFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.Perspectives on PracticeRoutledge

Ann SwarbrickFirst Published in 2002. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

December 2013: 229 x 152: 318ppHb: 978-0-805-82183-3: £85.00Pb: 978-0-805-82184-0: £34.99eBook: 978-1-315-04504-7* For full contents and more information, visit: www.routledge.com/9781315045047

Market: EducationJuly 2013: 246x189: 312ppPb: 978-0-415-26084-8: £29.99eBook: 978-1-315-01320-6* For full contents and more information, visit: www.routledge.com/9781315013206

Dummy text to keep placeholder2nd Edition • TEXTBOOKPerspectives on Conceptual ChangeHistory in the Early YearsMultiple Ways to Understand Knowing and Learning in a ComplexWorld

Hilary CooperFirst Published in 2002. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

Edited by Barbara J. Guzzetti, Cynthia R. Hynd and Barbara J. GuzzettiFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeDecember 2013: 229 x 152: 272ppHb: 978-0-805-82321-9: £80.00Pb: 978-0-805-82322-6: £29.99eBook: 978-1-315-04510-8* For full contents and more information, visit: www.routledge.com/9781315045108

Market: Education PracticeDecember 2013: 234x156: 256ppPb: 978-0-415-27145-5: £27.99eBook: 978-1-315-01501-9* For full contents and more information, visit: www.routledge.com/9781315015019


9CURRICULUM STUDIES










Dummy text to keep placeholderDummy text to keep placeholderReading, Writing, and Talking Gender in LiteracyLearning

Beyond the Culture ToursStudies in Teaching and Learning With Culturally Diverse TextsGladys Cruz, Sarah Jordan, Jos‚ Mel‚ndez, Steven Ostrowski, Alan Purves and AlanPurves

Barbara J. Guzzetti, Josephine Peyto Young, Margaret M.Gritsavage, Laurie M. Fyfe and Marie HardenbrookSeries: IRA's Literacy Studies SeriesFirst Published in 2002. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeOctober 2013: 229 x 152: 120ppHb: 978-0-805-82612-8: £65.00Pb: 978-0-805-82613-5: £28.99eBook: 978-1-315-04524-5* For full contents and more information, visit: www.routledge.com/9781315045245

October 2013: 229 x 152: 176ppPb: 978-0-872-07300-5: £28.99eBook: 978-1-315-05936-5* For full contents and more information, visit: www.routledge.com/9781315059365

Dummy text to keep placeholderDummy text to keep placeholderStudents' Identities and Literacy LearningResearch and Supervision in Mathematics and

Science Education Sarah J. McCarthey and IraSeries: IRA's Literacy Studies SeriesFirst Published in 2002. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

Edited by John A. Malone, Bill Atweh, Jeffrey Northfield and Jeff NorthfieldFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeNovember 2013: 229 x 152: 392ppHb: 978-0-805-82968-6: £80.00Pb: 978-0-805-82969-3: £38.99eBook: 978-1-315-04534-4* For full contents and more information, visit: www.routledge.com/9781315045344

September 2013: 229 x 152: 160ppPb: 978-0-872-07446-0: £27.99eBook: 978-1-315-05938-9* For full contents and more information, visit: www.routledge.com/9781315059389

3rd Edition • TEXTBOOKDummy text to keep placeholderLearning to Teach Modern Languages in theSecondary School

Advanced Mathematical ThinkingA Special Issue of Mathematical Thinking and LearningEdited by Annie Selden and John Selden A Companion to School ExperienceFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company. Norbert Pachler, University of London, UK, Ann Barnes, University of Warwick, UK

and Kit Field, Canterbury Christ Church University, UKRoutledgeOctober 2013: 229 x 152: 80pp

Series: Learning to Teach Subjects in the Secondary School SeriesPb: 978-0-805-89505-6: £27.99eBook: 978-1-315-04595-5 Designed as a text to support trainee teachers on a course of initial teacher education, this

book focuses on the key skills of modern foreign languages teaching. A theoretical* For full contents and more information, visit: www.routledge.com/9781315045955

perspective underpins the practical focus of the book, and account is taken of statutoryframeworks.

The text will assist trainee teachers in developing a personal approach to modern languagesteaching and in choosing the most effective and appropriate methods to help pupils gainthe relevant knowledge

Chapters cover a wide range of relevant topics including:

communicative approaches to the teaching of modern foreign languages the teaching ofgrammar and cultural awareness assessment the use of the target language the use of ICTin modern foreign languages teaching and learning as well as for continuing professionaldevelopmentRoutledgeMarket: Education / Modern Foreign LanguagesNovember 2013: 246x174: 402ppeBook: 978-1-315-80006-6* For full contents and more information, visit: www.routledge.com/9781315800066


CURRICULUM STUDIES10










Dummy text to keep placeholderDummy text to keep placeholderSocial Literacy, Citizenship Education and theNational Curriculum

Primary ScienceKnowledge and UnderstandingEdited by Jenny Kennedy James Arthur, Jon Davison, Canterbury Christ Church

University, UK and William StowFirst Published in 2000. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: EducationOctober 2013: 246x174: 224ppPb: 978-0-415-12912-1: £37.99eBook: 978-1-315-88773-9* For full contents and more information, visit: www.routledge.com/9781315887739

Market: EducationApril 2014: 234x156: 144ppHb: 978-0-415-22794-0: £110.00Pb: 978-0-415-22795-7: £35.99eBook: 978-1-315-01119-6* For full contents and more information, visit: www.routledge.com/9781315011196

Dummy text to keep placeholderDummy text to keep placeholderPlace-Based Education in the Global AgePlace- and Community-Based Education in SchoolsLocal DiversityGregory A. Smith, Lewis and Clark College, USA and David

Sobel, Antioch New England Graduate School, USASeries: Sociocultural, Political, and Historical Studies in EducationThis book explains the purpose and nature of place- andcommunity-based education and provides multiple examplesof its practice. The detailed descriptions of learning experiencesset both within and beyond the classroom will help readersbegin the process of advocating for or incorporating localcontent and experiences into their schools.

RoutledgeMarket: EducationApril 2014: 184ppHb: 978-0-415-87518-9: £100.00

Edited by David A. Gruenewald, Washington State University, USA and Gregory A.Smith, Lewis and Clark College, USAThis volume—a landmark contribution to the burgeoning theory and practice ofplace-based education—is organized around three themes: ; *Reclaiming Broader Meaningsof Education; ; *Models for Place-Based Learning; and ; *Global Visions of the Local in HigherEducation ; ; This is a powerfully relevant volume for researchers, teacher educators, andstudents across the fields of curriculum theory, educational foundations, critical pedagogy,multicultural education, and environmental education.RoutledgeMarket: EducationJanuary 2014: 229 x 152: 408ppHb: 978-0-805-85863-1: £85.00Pb: 978-0-805-85864-8: £28.99eBook: 978-1-315-76984-4eBook: 978-1-410-61660-9* For full contents and more information, visit: www.routledge.com/9781315769844Pb: 978-0-415-87519-6: £29.99


Dummy text to keep placeholderDummy text to keep placeholderUnderstanding Art in Primary SchoolsTo ThinkEdited by Les TickleIn Language, Learning and EducationFirst Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.Frank Smith


Routledge

RoutledgeMarket: Primary EducationJanuary 2014: 234x156: 292ppPb: 978-0-415-13031-8: £34.99eBook: 978-1-315-83215-9* For full contents and more information, visit: www.routledge.com/9781315832159

Market: Postgraduates and academics; educational researchApril 2014: 234x156: 192ppPb: 978-0-415-08004-0: £35.99eBook: 978-1-315-00324-5* For full contents and more information, visit: www.routledge.com/9781315003245


11CURRICULUM STUDIES










Dummy text to keep placeholderDummy text to keep placeholderWorld ClassThe Visual Turn and the Transformation of the

Textbook Teaching and Learning in Global TimesWilliam GaudelliFirst Published in 2002. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2014: 248ppPb: 978-0-805-84078-0: £28.99eBook: 978-1-410-60683-9

James A. LaSpinaFirst Published in 1998. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2014: 229 x 152: 280ppHb: 978-0-805-82701-9: £80.00Pb: 978-0-805-82702-6: £32.99 * For full contents and more information, visit: www.routledge.com/9781410606839eBook: 978-1-410-60263-3* For full contents and more information, visit: www.routledge.com/9781410602633

Dummy text to keep placeholderDummy text to keep placeholderHistory LessonsBalancing Principles for Teaching Elementary

Reading Teaching, Learning, and Testing in U.S. High School ClassroomsS.G. GrantFirst Published in 2003. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2014: 229 x 152: 232ppHb: 978-0-805-84502-0: £80.00Pb: 978-0-805-84503-7: £27.99

James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester,Sarah J. McCarthey and James F. BaumannFirst Published in 2000. Routledge is an imprint of Taylor &Francis, an informa company.


eBook: 978-1-410-60760-7eBook: 978-1-410-60578-8* For full contents and more information, visit: www.routledge.com/9781410607607* For full contents and more information, visit: www.routledge.com/9781410605788

TEXTBOOKTEXTBOOKAbility Profiling and School FailureTeaching K-6 MathematicsOne Child's Struggle to Be Seen As CompetentDouglas K. Brumbaugh, David Rock, Linda S. Brumbaugh

and Michelle Lynn RockFirst Published in 2002. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2014: 279 x 216: 336ppPb: 978-0-805-83268-6: £36.99eBook: 978-1-410-60641-9

Kathleen M. Collins, Pennsylvania State University, USA andKathleen M Collins, Pennsylvania State University, USAFirst Published in 2003. Routledge is an imprint of Taylor &Francis, an informa company.





CURRICULUM STUDIES12














Dummy text to keep placeholderDummy text to keep placeholderBeyond Classical PedagogyAssessing Expressive LearningTeaching Elementary School MathematicsA Practical Guide for Teacher-directed Authentic Assessment in K-12

Visual Arts Education Edited by Terry Wood, Barbara Scott Nelson and Janet E.WarfieldSeries: Studies in Mathematical Thinking and Learning SeriesFirst Published in 2001. Routledge is an imprint of Taylor &Francis, an informa company.


Charles M. Dorn, Robert Sabol, Stanley S. Madeja and F.Robert SabolFirst Published in 2003. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2014: 229 x 152: 480ppHb: 978-0-805-84523-5: £75.00Pb: 978-0-805-84524-2: £27.99 eBook: 978-1-410-61233-5

* For full contents and more information, visit: www.routledge.com/9781410612335eBook: 978-1-410-60897-0* For full contents and more information, visit: www.routledge.com/9781410608970

2nd EditionTEXTBOOKMore Teaching Fractions and Ratios forUnderstanding

Interpreting Literature With ChildrenShelby A. WolfSeries: Literacy Teaching SeriesFirst Published in 2003. Routledge is an imprint of Taylor &Francis, an informa company.


In-Depth Discussion and Reasoning ActivitiesSusan J. LamonFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2014: 254 x 178: 256ppPb: 978-0-805-85211-0: £26.99eBook: 978-1-410-61712-5



Dummy text to keep placeholderDummy text to keep placeholderHandbook of Research on New LiteraciesHow Educational Ideologies Are Shaping Global

Society Edited by Julie Coiro, University of Rhode Island, USA,Michele Knobel, Montclair State University, USA, ColinLankshear, Montclair State University, USA and Donald J.Leu, University of Connecticut, USAThe Handbook of Research on New Literacies intended for theliteracy research community, is situated at the intersection oftwo of the most important areas in educational research today– literacy and technology. This handbook draws on the potentialof each while carving out important new territory. It providesleadership for this newly emerging field, directing scholars tothe major issues, theoretical perspectives, and interdisciplinaryresearch concerning new literacies.

Intergovernmental Organizations, NGOs, and the Decline of theNation-State

Joel SpringSeries: Sociocultural, Political, and Historical Studies in EducationFirst Published in 2004. Routledge is an imprint of Taylor &Francis, an informa company.


RoutledgeMarket: EducationApril 2014: 254 x 178: 1096ppHb: 978-0-805-85651-4: £170.00Pb: 978-0-805-85652-1: £81.99eBook: 978-1-410-61889-4eBook: 978-1-410-61045-4* For full contents and more information, visit: www.routledge.com/9781410618894* For full contents and more information, visit: www.routledge.com/9781410610454


13CURRICULUM STUDIES













2nd EditionDummy text to keep placeholderEducating the Right WayDeveloping a Pedagogy of Teacher EducationMarkets, Standards, God, and InequalityUnderstanding Teaching & Learning about Teaching

Michael W. Apple and Michael W. Apple, University ofWisconsin-Madison, USAFirst Published in 2006. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: EducationJanuary 2013: 229 x 152: 376ppHb: 978-0-415-95271-2: £100.00

John Loughran, Monash University, AustraliaFirst Published in 2006. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeJanuary 2013: 234x156: 208ppHb: 978-0-415-36730-1: £110.00Pb: 978-0-415-36727-1: £30.99

Pb: 978-0-415-95272-9: £26.99eBook: 978-0-203-11284-7

eBook: 978-0-203-01967-2 * For full contents and more information, visit: www.routledge.com/9780203112847* For full contents and more information, visit: www.routledge.com/9780203019672

Dummy text to keep placeholderDummy text to keep placeholderIdeology, Curriculum, and the New Sociology ofEducation

New Foundations for Knowledge in EducationalAdministration, Policy, and Politics

Revisiting the Work of Michael AppleScience and SensationalismEdited by Lois Weis, University at Buffalo, SUNY, USA, GregDimitriadis, University at Buffalo, SUNY, USA and CameronMcCarthy, University of Illinois, Urbana-Champaign, USAFirst Published in 2006. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeJanuary 2013: 229 x 152: 288ppHb: 978-0-415-95155-5: £100.00Pb: 978-0-415-95156-2: £27.99

Edited by Douglas E. Mitchell

RoutledgeApril 2013: 229 x 152: 280ppHb: 978-0-805-85432-9: £85.00Pb: 978-0-805-85433-6: £29.99eBook: 978-0-203-05391-1 eBook: 978-0-203-11287-8* For full contents and more information, visit: www.routledge.com/9780203053911 * For full contents and more information, visit: www.routledge.com/9780203112878

Dummy text to keep placeholderDummy text to keep placeholderDividing ClassesDiagnostic Monitoring of Skill and Knowledge

Acquisition How the Middle Class Negotiates and Rationalizes School AdvantageEllen BrantlingerFirst Published in 2003. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Sociology of EducationApril 2013: 229 x 152: 264ppHb: 978-0-415-93297-4: £105.00

Edited by Norman Frederiksen, Robert Glaser, Alan Lesgold and Michael G. ShaftoFirst Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeJuly 2013: 229 x 152: 528ppHb: 978-0-898-59992-3: £110.00eBook: 978-0-203-05689-9* For full contents and more information, visit: www.routledge.com/9780203056899



EDUCATION POLICY & POLITICS14













Dummy text to keep placeholderDummy text to keep placeholderSegregated SchoolsReconstructing TeachingEducational Apartheid in Post-Civil Rights AmericaStandards, Performance and Accountability

Paul StreetSeries: Positions: Education, Politics, and CultureFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Education and PoliticsApril 2013: 216 x 140: 232ppHb: 978-0-415-95115-9: £105.00

Ian Hextall and Pat MahonyFirst Published in 2000. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: EducationApril 2013: 234x156: 192ppHb: 978-0-415-23096-4: £130.00

Pb: 978-0-415-95116-6: £26.99Pb: 978-0-415-23097-1: £36.99eBook: 978-0-203-35010-2eBook: 978-0-203-13402-3* For full contents and more information, visit: www.routledge.com/9780203350102* For full contents and more information, visit: www.routledge.com/9780203134023

Dummy text to keep placeholderDummy text to keep placeholderKnowledge ProductionThe Routledge International Companion to Gifted

Education Research Work in Interesting TimesEdited by Bridget Somekh, Manchester MetropolitanUniversity, UK. and Thomas A. Schwandt, University of Illinoisat Urbana-Champaign, USAThis collection from a highly impressive international group ofeducational researchers explores epistemological,methodological, and ethical-political issues in the productionof knowledge about educational phenomena in contemporarysociety.

The book is unique in bringing together chapters by scholarswell-known internationally for their original contributions toeducational theory and research practice. Many books in thisarea are no more than guides on how to do research or text

Edited by Tom Balchin, Brunel University, UK, Barry Hymer,Education Consultant, UK and Dona J. Matthews, CityUniversity of New York, USAA collection of fully-referenced chapters written byhighly-respected international authorities on the subject. These50 contributors comprise distinguished scholars who haveproduced the most significant advances to the field over thepast few decades, including Joseph Renzulli and RobertSternberg, alongside authorities questioning the very conceptsand terminology embodied in the field – scholars such as CarolDweck and Guy Claxton.This multi-faceted volume highlights strategies to support

giftedness in children, providing ideas that work and weeding out those that don’t. Written books reiterating rather narrow frameworks of research paradigms, this book both breaksin jargon-free language in an easy-to use themed format, it is the most authoritative new ground and sets the tone for discussions about the future path of educational research

in the coming years.collection of future-focused views, ideas and reflections, practices and evaluations yetproduced. Routledge

Market: EducationFebruary 2013: 234x156: 212ppHb: 978-0-415-44229-9: £110.00

Chapters address major controversies in the field today, from the problems of identificationto changing understandings of giftedness and creativity.

Routledge Pb: 978-0-415-44228-2: £31.99Market: Education/Gifted & Talented eBook: 978-0-203-60915-6February 2013: 246x174: 400pp * For full contents and more information, visit: www.routledge.com/9780203609156Hb: 978-0-415-46136-8: £140.00Pb: 978-0-415-46137-5: £34.99eBook: 978-0-203-60938-5* For full contents and more information, visit: www.routledge.com/9780203609385

Dummy text to keep placeholderTEXTBOOKEducational Policy and the Politics of ChangeEssays on PedagogyMiriam Henry, Bob Lingard, Fazal Rizvi and Sandra TaylorRobin Alexander, Faculty of Education, University of

Cambridge, UKIn Essays on Pedagogy, Robin Alexander brings together someof his most powerful writing, drawing on his research in Britainand other countries over the past two decades. In doing so, hedemonstrates that to engage properly with pedagogy we needto apply cultural, historical and international perspectives, aswell as evidence on how children most effectively learn andteachers most productively teach. The book includes chapterson a number of themes, expertly woven together, including:

the problems of recent political interventions in pedagogy thebenefits and hazards of international comparison the centralityof talk to learning and teaching how education and pedagogy

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: EducationJanuary 2013: 234x156: 208ppHb: 978-0-415-11870-5: £120.00Pb: 978-0-415-11871-2: £37.99eBook: 978-0-203-34953-3* For full contents and more information, visit: www.routledge.com/9780203349533

might respond to a world in peril; the scope and character of pedagogy itself, as a field ofenquiry and action.RoutledgeMarket: EducationSeptember 2013: 234x156: 224ppHb: 978-0-415-45482-7: £100.00Pb: 978-0-415-45483-4: £28.99eBook: 978-0-203-60930-9* For full contents and more information, visit: www.routledge.com/9780203609309


15EDUCATION POLICY & POLITICS












Dummy text to keep placeholderDummy text to keep placeholderGlobal Education Inc.The Subaltern SpeakNew Policy Networks and the Neoliberal ImaginaryCurriculum, Power, and Educational Struggles

Stephen J. Ball, Institute of Education, University of London,UKDo private and philanthropic solutions to the problems ofeducation signal the end of state education in its ‘welfare’ form?

Education policy is being reformed and re-worked on a globalscale. Philanthropy, business and the governments are comingtogether in new networks and sites of policy outside of theframework of the nation state. This book is a first step inrecording, mapping and making sense of the most importantaspects of these new relations and dynamics of policy.

Using the approach of ‘policy sociology’ and the methods ofsocial network analysis, the book explores the policy activities

Edited by Michael W. Apple, University ofWisconsin-Madison, USA and Kristen L. Buras, Georgia StateUniversity, USAFirst Published in 2006. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge of edu-businesses, neo-liberal advocacy networks and policy entrepreneurs, and of socialMarket: Education, Sociology, Cultural Studies

enterprises and ‘new’ philanthropy. It addresses the ways in which education and policy January 2013: 229 x 152: 302ppare being bought and sold as profitable commodities and how entrenched problems ofHb: 978-0-415-95081-7: £105.00educational development and educational quality and access are now being addressedthrough

Pb: 978-0-415-95082-4: £27.99eBook: 978-0-203-62342-8* For full contents and more information, visit: www.routledge.com/9780203623428 Routledge

Market: EducationJune 2013: 234x156: 170ppHb: 978-0-415-68409-5: £95.00Pb: 978-0-415-68410-1: £29.99eBook: 978-0-203-80330-1* For full contents and more information, visit: www.routledge.com/9780203803301

Dummy text to keep placeholderDummy text to keep placeholderAspects of Educational ChangeGlobalization, Technological Change, and Public

Education Ivor MorrishSeries: Routledge Library Editions: EducationThis book presents an approach towards some realunderstanding of educational changes and innovations. Anumber of mechanisms and processes are discussed andanalysed in an attempt to present some sort of overview of theagents involved in change, an analysis of the majorcharacteristics of resisters and innovators, an account of the traitsand functions of innovative institutions and a description ofthree particular models which delineate the way in which changeoccurs. In the final section of the text attention is given to somecontemporary educational innovations, and some suggestions

provided for dealing with problems involved in their evaluation.

Torin MonahanSeries: Social Theory, Education, and Cultural ChangeFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Education, Social Science, Political ScienceJanuary 2013: 229 x 152: 232ppHb: 978-0-415-95102-9: £105.00

RoutledgeMarket: EducationMay 2013Hb: 978-0-415-67754-7: £75.00Pb: 978-0-415-75050-9: £30.00

Pb: 978-0-415-95103-6: £32.99 eBook: 978-0-203-80823-8eBook: 978-0-203-63298-7 * For full contents and more information, visit: www.routledge.com/9780203808238* For full contents and more information, visit: www.routledge.com/9780203632987

Dummy text to keep placeholderDummy text to keep placeholderBringing Learning to LifeTracing Education PolicyThe Learning Revolution, The Economy and the IndividualSelections from the Oxford Review of Education

David C A BradshawSeries: Routledge Library Editions: EducationIn an age of intense economic competition and continualchange, the ability to learn is a key factor in survival andprosperity. This book examines the changing interaction of theworld economy, Britain’s prospects for prosperity, theconnections between different kinds of work and the learningthat support them.

RoutledgeMarket: EducationMay 2013Hb: 978-0-415-67535-2: £85.00

Edited by David Phillips, University of Oxford, UK and Geoffrey Walford, Universityof Oxford, UKSeries: Education HeritageFirst Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: EducationJanuary 2013: 234x156: 352ppHb: 978-0-415-39861-9: £105.00eBook: 978-0-203-77035-1* For full contents and more information, visit: www.routledge.com/9780203770351
















TEXTBOOKDummy text to keep placeholderEthical Educational Leadership in Turbulent TimesKnowledge that Counts in a Global Community(Re) Solving Moral DilemmasExploring the Contribution of Integrated CurriculumJoan Poliner Shapiro and Steven Jay GrossLéonie J. Rennie, Curtin University, Australia, Grady Venville,

University of Western Australia, Australia and John Wallace,University of Toronto, CanadaThis book explores the potential contribution of curriculumintegration in a context where school curricula segregated bydiscipline remain the norm, despite the fact that most, if not all,of the world’s problems are interdisciplinary. If school educationis to develop citizens who can at least understand the issueswhich presently challenge our political leaders, it can only bedone by integrating at least some parts of current schoolcurricula. Informed citizens, who can think broadly acrossdisciplines, will be those who can contribute to sensible actionfor local problems with a global flow-on.

This text is designed to assist educational leaders in the ethical decision-making process.Theoretically, it is based on Gross’s Turbulence Theory and Shapiro and Stefkovich’s MultipleEthical Paradigms of justice, critique, care, and the profession. The authors clearly explainthese concepts and demonstrate how they can work together to assist leaders in dealingwith challenging situations. Authentic ethical dilemmas are provided to be analyzed usingTurbulence Theory and the Multiple Ethical Paradigms and to engage readers in applyingthese concepts to practice. The text is intended for use in a range of educational leadership,educational administration, and teacher education programs that prepare both educationalleaders (administrators) and lead teachers.

RoutledgeMay 2013: 232ppeBook: 978-0-203-82538-9eBook: 978-1-410-61849-8

RoutledgeMarket: Education/Policy and PoliticsMarch 2013: 234x156: 160ppHb: 978-0-415-57337-5: £95.00



Dummy text to keep placeholderDummy text to keep placeholderNo Child Left Behind and the Reduction of theAchievement Gap

Developing Equitable Education SystemsMel Ainscow, University of Manchester, UK, Alan Dyson,University of Manchester, UK, Sue Goldrick, University ofManchester, UK and Mel West, University of Manchester,UKWhy is that despite years of reform the poorest children are still notwell served by education systems?

Developing education systems in which the link between socialdisadvantage, school outcomes and life chances can beeffectively broken is a policy challenge facing education systemsaround the world. This book focuses on ways of responding tothis agenda. It argues that in many countries, despite years ofreform, children still enter school systems from unequal

Sociological Perspectives on Federal Educational PolicyEdited by Alan R. Sadovnik, Rutgers University, USA, JenniferA. O'Day, American Institutes for Research, USA AmericanInstitutes for Research, George W. Bohrnstedt, AmericanInstitutes for Research, USA American Institutes for Researchand Kathryn M. Borman, University of South FloridaUniversity of South Florida, USA University of South FloridaThis collection presents the first-ever sociological analysis of theNo Child Left Behind Act. More importantly, these leadingsociologists consider whether NLCB can or will accomplish itsmajor goal: to eliminate the achievement gap by 2014. Basedon theoretical and empirical research, the articles examine thehistory of federal educational policy and place NCLB in a larger

backgrounds, are given access to unequal experiences and then leave with unequaloutcomes.

At an important time in global, political and educational change, this informative book willbe an invaluable aid to anyone researching or involved in education policy and politics, sociological and historical context, and take up a number of policy areas affected by the

law, including accountability and assessment, curriculum and instruction, teacher quality,and the sociology of education, as well as those professionals working in organizationsand companies guiding the future of education. parental involvement, school choice and urban education. The book concludes with a

discussion of the important contributions of sociological research and sociological analysisto understanding the limits and possibilities of the law to reduce the achievement gap.Routledge

Market: Education Policy/School LeadershipRoutledgeJune 2013: 234x156: 192ppMarket: EducationHb: 978-0-415-61460-3: £105.00October 2013: 229 x 152: 424ppPb: 978-0-415-61461-0: £29.99Hb: 978-0-415-95530-0: £105.00eBook: 978-0-203-81807-7Pb: 978-0-415-95531-7: £28.99* For full contents and more information, visit: www.routledge.com/9780203818077eBook: 978-0-203-94125-6* For full contents and more information, visit: www.routledge.com/9780203941256

TEXTBOOKDummy text to keep placeholderGlobalization and EducationMeasurement and Research in the Accountability

Era Critical PerspectivesEdited by Nicholas C. Burbules and Carlos Alberto TorresSeries: Social Theory, Education, and Cultural ChangeFirst Published in 2000. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Education, Politics and EconomicsDecember 2013: 229 x 152: 384ppPb: 978-0-415-92047-6: £33.99

Edited by Carol Anne DwyerFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeSeptember 2013: 496ppHb: 978-0-805-85330-8: £90.00Pb: 978-1-138-86668-3: £30.00

eBook: 978-1-315-02264-2eBook: 978-0-203-82340-8* For full contents and more information, visit: www.routledge.com/9781315022642eBook: 978-1-410-61378-3















Dummy text to keep placeholderDummy text to keep placeholderImplementing Performance AssessmentEducating the Right WayPromises, Problems, and ChallengesMarkets, Standards, God, and InequalityEdited by Michael B. Kane and Ruth MitchellMichael W. Apple


Routledge

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeNovember 2013: 229 x 152: 240ppHb: 978-0-805-82131-4: £70.00Pb: 978-0-805-82132-1: £28.99eBook: 978-1-315-04502-3* For full contents and more information, visit: www.routledge.com/9781315045023

Market: EducationDecember 2013: 229 x 152: 304ppHb: 978-0-415-92460-3: £90.00eBook: 978-1-315-02294-9* For full contents and more information, visit: www.routledge.com/9781315022949

Dummy text to keep placeholderDummy text to keep placeholderVertically Moderated Standard SettingCulturally Relevant SchoolsA Special Issue of applied Measurement in EducationCreating Positive Workplace Relationships and Preventing Intergroup

Differences Edited by Gregory J. CizekFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.Jean A. Madsen and Reitumetse Obakeng Mabokela


RoutledgeOctober 2013: 229 x 152: 200ppHb: 978-0-415-94996-5: £105.00Pb: 978-0-415-94997-2: £32.99

RoutledgeNovember 2013: 229 x 152: 128ppPb: 978-0-805-89488-2: £32.99eBook: 978-1-315-04590-0* For full contents and more information, visit: www.routledge.com/9781315045900


Dummy text to keep placeholderDummy text to keep placeholderLabelingAssessment in Higher EducationPedagogy and PoliticsIssues of Access, Quality, Student Development and Public Policy

Edited by Glenn Hudak and Paul and KilnFirst Published in 2001. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

Edited by Samuel J. MessickFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeDecember 2013: 229 x 152: 288ppHb: 978-0-805-82107-9: £70.00eBook: 978-1-315-04500-9* For full contents and more information, visit: www.routledge.com/9781315045009

Market: Education, theology and administrationApril 2014: 234x156: 272ppHb: 978-0-415-23086-5: £110.00Pb: 978-0-415-23087-2: £36.99eBook: 978-1-315-01126-4* For full contents and more information, visit: www.routledge.com/9781315011264













TEXTBOOKRethinking Secondary EducationA Human-Centred Approach

Scherto Gill and Garrett ThomsonIn this age of new academies, free schools and a generalatmosphere of breaking loose from the constraints of LocalAuthority control and the National Curriculum, the opportunityto explore new alternatives to �mainstream� education, methodsof teaching and the curriculum, has never been greater.

In response to these issues, Gill and Thomson have written anew, cutting-edge text aimed at all those involved in the studyof education or teacher training, that explores, debates andcritiques new and alternative approaches to teaching youngpeople today.

The book discusses a �human-centred� approach to curriculum,pedagogy, assessment, and the culture of schools and colleges. The book is grounded intheory and empirical research, discussing the need for a curriculum for the future, bridginga gap between mainstream and alternative education. The book also offers practicalguidance on how these ideas can be put into practice, making it an ideal re

RoutledgeJanuary 2014: 240 x 170: 312ppPb: 978-1-408-28478-0: £26.99eBook: 978-1-315-83299-9eBook: 978-1-447-92060-1eBook: 978-0-273-77994-0* For full contents and more information, visit: www.routledge.com/9781315832999

TEXTBOOKActive Learning in Primary ClassroomsA Case Study Approach

Jenny Monk and Catherine SilmanWhat do they mean by Active Learning? How can you inspirechildren to engage fully in their learning? How can you plan andorganise a curriculum that ensures that children are activelyinvolved in the learning process?This brand new text not only explores and examines the conceptof active learning, but demonstrates how every teacher, new orexperienced, can translate theory into practice and reap therewards of children actively engaged in their own learning inthe classroom.

Central to the book is the series of extended case studies,through which the authors highlight examples of effective

teaching and learning across the whole primary curriculum. They provide practical examplesof planning, teaching and assessing to encourage, inspire and give confidence to teach increative, integrated and exciting ways.

RoutledgeJanuary 2014: 240 x 170: 272ppPb: 978-1-408-23288-0: £26.99eBook: 978-1-315-83348-4eBook: 978-1-447-91786-1eBook: 978-1-408-23289-7* For full contents and more information, visit: www.routledge.com/9781315833484

Dummy text to keep placeholderTeaching Social Foundations of EducationContexts, Theories, and Issues

Edited by Dan W. ButinSeries: Sociocultural, Political, and Historical Studies in EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2014: 229 x 152: 256ppHb: 978-0-805-85145-8: £85.00Pb: 978-0-805-85146-5: £32.99eBook: 978-1-410-61287-8* For full contents and more information, visit: www.routledge.com/9781410612878









Dummy text to keep placeholderDummy text to keep placeholderStudy Skills for Foundation DegreesThe Politics Of Multiracial EducationDorothy Bedford, Roehampton University, UKMadan SarupFirst Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.First Published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.David Fulton PublishersMarket: EducationMay 2013: 176ppeBook: 978-0-203-82147-3

RoutledgeJanuary 2013: 140ppPb: 978-0-710-20570-4: £31.99eBook: 978-0-203-06109-1

* For full contents and more information, visit: www.routledge.com/9780203821473* For full contents and more information, visit: www.routledge.com/9780203061091

4th Edition • TEXTBOOKDummy text to keep placeholderProfessional Attributes and PracticeLearner Managed LearningMeeting the QTS StandardsPractice, Theory and Policy

Edited by Mike ColeDrawing on the success of the previous volumes this fullyupdated, comprehensive and accessible fourth edition providespractical advice to help student teachers and teachers preparefor their professional life.

This new edition contains completely new chapters in responseto the changing Standards and an updated chapter by the editor,Mike Cole, entitled Education and Equality: some conceptualand practical issues, which takes into account the major changesin equalities legislation. This will enable readers to situate thetopics discussed in the rest of the book, which deal with theDfES Professional Attributes Standards needed to meet the 2007

Standards for the award of Qualified Teacher Status (QTS).

Edited by Graves, NormanFirst Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeApril 2013: 196ppPb: 978-0-952-13250-9: £35.99eBook: 978-0-203-06361-3* For full contents and more information, visit: www.routledge.com/9780203063613

RoutledgeAugust 2013: 210ppPb: 978-0-415-44725-6: £23.99eBook: 978-0-203-82253-1* For full contents and more information, visit: www.routledge.com/9780203822531

TEXTBOOK2nd EditionBecoming a Secondary School TeacherWrite in StyleHow to Make a Success of your Initial Teacher TrainingA guide to good EnglishPeter Fleming, North Yorkshire County Council, UKRichard Palmer


RoutledgeMay 2013: 280ppPb: 978-0-415-25263-8: £23.99eBook: 978-0-203-81934-0

First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: EducationJune 2013: 190ppeBook: 978-0-203-82726-0* For full contents and more information, visit: www.routledge.com/9780203827260



EDUCATION STUDIES20










Dummy text to keep placeholderTEXTBOOKCurriculum Traditions and PracticesAdditional Educational NeedsDonald SharpesInclusive Approaches to TeachingFirst Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.Edited by Sue Soan


RoutledgeMarket: EducationMay 2013: 264ppPb: 978-1-843-12149-7: £26.99

RoutledgeDecember 2013: 216x138: 224ppHb: 978-0-415-00580-7: £60.00eBook: 978-1-315-00182-1* For full contents and more information, visit: www.routledge.com/9781315001821


TEXTBOOKDummy text to keep placeholderArt Of Drama Teaching, TheSocial Class, Gender and Exclusion from SchoolFlemingJean Kane, University of Glasgow, UK

This invaluable contribution to the literature offers an alternativeanalysis where the social identities of pupils are shown to betied up with their exclusion from school. Themes investigatedinclude:

The meanings of school exclusions Social class, gender andschooling Social identities of excluded pupils Negotiatingidentities in school: moving towards exclusion Exclusions andyoung people’s lives Improving participation in schoolingProviding fascinating reading for teachers, social workers,researchers and policy makers this book considers howeducational disadvantage might be addressed throughrecognition of the gender and class identities of pupils.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: EducationNovember 2013: 216x138: 189ppPb: 978-1-853-46458-4: £25.99eBook: 978-1-315-06793-3* For full contents and more information, visit: www.routledge.com/9781315067933

RoutledgeMarket: Education/InclusionOctober 2013: 234x156: 160ppHb: 978-0-415-55301-8: £95.00Pb: 978-0-415-55302-5: £28.99eBook: 978-0-203-84501-1* For full contents and more information, visit: www.routledge.com/9780203845011

TEXTBOOKDummy text to keep placeholderThe Writing ClassroomEducating ReasonAspects of Writing and the Primary Child 3-11Harvey Siegel

First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company. Janet Evans, University of Liverpool Hope, UKFirst Published in 2001. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

RoutledgeSeptember 2013: 191ppHb: 978-0-415-00175-5: £45.00eBook: 978-1-315-00172-2* For full contents and more information, visit: www.routledge.com/9781315001722

Market: EducationJuly 2013: 246x189: 172ppPb: 978-1-853-46721-9: £28.99eBook: 978-1-315-06910-4* For full contents and more information, visit: www.routledge.com/9781315069104


21EDUCATION STUDIES










Dummy text to keep placeholderArts-Based Research in EducationFoundations for Practice

Edited by Melisa Cahnmann-Taylor, University of Georgia,USA. and Richard Siegesmund, University of Georgia, USA.Series: Inquiry and Pedagogy Across Diverse Contexts SeriesThis text introduces readers to definitions and examples ofarts-based educational research, presents tensions and questionsin the field, and provides exercises for practice. It weavestogether critical essays about arts-based research in the literary,visual, and performing arts with examples of artistic products ofarts-based research (arts for scholarship’s sake) that illuminateby example. Each artistic example is accompanied by ascholARTist’s statement that includes reflection on how the workof art relates to the scholar’s research interests and practices.

First-of its kind, this volume is intended as a text for arts-based inquiry, qualitative researchmethods in education, and related courses, and as a resource for faculty, doctoral students,and scholars across the field of social science research methods.

RoutledgeMarket: EducationOctober 2013: 229 x 152: 272ppHb: 978-0-805-86379-6: £95.00Pb: 978-0-805-86380-2: £30.99eBook: 978-1-315-79614-7* For full contents and more information, visit: www.routledge.com/9781315796147


EDUCATION STUDIES22




Dummy text to keep placeholderDummy text to keep placeholderWorld Yearbook of Education 1974World Yearbook of Education 1986Education and Rural DevelopmentThe Management of Schools

Edited by Philip Foster and James R. SheffieldSeries: World Yearbook of EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeFebruary 2013: 434ppHb: 978-0-415-39294-5: £145.00Pb: 978-0-415-50245-0: £32.99

Edited by Eric Hoyle and Stanley McMahonSeries: World Yearbook of EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.




Dummy text to keep placeholderDummy text to keep placeholderWorld Yearbook of Education 1971/2World Yearbook of Education 1984Higher Education in a Changing WorldWomen and Education

Edited by Brian Holmes, David G. Scanlon and W.R. NiblettSeries: World Yearbook of EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeFebruary 2013: 424ppHb: 978-0-415-39292-1: £145.00Pb: 978-0-415-50248-1: £32.99

Edited by Sandra Acker, Jacquetta Megarry, Stanley Nisbetand Eric HoyleSeries: World Yearbook of EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarch 2013: 360ppHb: 978-0-415-39299-0: £145.00Pb: 978-0-415-50181-1: £32.99



Dummy text to keep placeholderDummy text to keep placeholderWorld Yearbook of Education 1968World Yearbook of Education 1979Education Within IndustryRecurrent Education and Lifelong Learning

Edited by Mark Blaug and David G. ScanlonSeries: World Yearbook of EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.


Edited by Tom Schuler and Jacquetta MegarrySeries: World Yearbook of EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeFebruary 2013: 338ppHb: 978-0-415-39295-2: £145.00Pb: 978-0-415-50235-1: £32.99eBook: 978-0-203-08052-8* For full contents and more information, visit: www.routledge.com/9780203080528



23EDUCATIONAL RESEARCH













Dummy text to keep placeholderDummy text to keep placeholderLearning PrivilegeWorld Yearbook of Education 1967Lessons of Power and Identity in Affluent SchoolingEducational Planning

Adam Howard, Hanover College, Indiana, USAGrounded in an extensive ethnographic account, LearningPrivilege examines the concept of privilege itself and the culturaland social processes in schooling that reinforce and regenerateprivilege. Adam Howard explores what educators, students andfamilies at elite schools value most in education and how thesevalues guide ways of knowing and doing that both create highstandards for their educational programs and reinforce privilegeas a collective identity. This book illustrates the ways that affluentstudents construct their own privilege not, fundamentally, aswhat they have, but, rather, as who they are.

Routledge

Edited by George Z. F. Bereday, Joseph A. Lauwerys andMark BlaugSeries: World Yearbook of EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeAugust 2013: 458ppHb: 978-0-415-39288-4: £145.00Pb: 978-0-415-50253-5: £30.00 Market: Education

January 2013: 229 x 152: 272ppeBook: 978-0-203-08061-0Hb: 978-0-415-96081-6: £90.00* For full contents and more information, visit: www.routledge.com/9780203080610Pb: 978-0-415-96082-3: £28.99eBook: 978-0-203-93950-5* For full contents and more information, visit: www.routledge.com/9780203939505

Dummy text to keep placeholderDummy text to keep placeholderResearching the Art of TeachingWorld Yearbook of Education 1965Ethnography for Educational UseThe Education ExplosionPeter WoodsEdited by George Z. F. Bereday and Joseph A. Lauwerys

Series: World Yearbook of EducationFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Education ResearchApril 2013: 234x156: 516ppHb: 978-0-415-39286-0: £145.00

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: Educational Research, Education and SociologySeptember 2013: 234x156: 208ppHb: 978-0-415-13128-5: £95.00Pb: 978-0-415-13129-2: £34.99eBook: 978-1-315-00438-9* For full contents and more information, visit: www.routledge.com/9781315004389

Pb: 978-0-415-50255-9: £32.99Pb: 978-1-138-01044-4: £30.00eBook: 978-0-203-10211-4* For full contents and more information, visit: www.routledge.com/9780203102114

2nd Edition • TEXTBOOKDummy text to keep placeholderTeachers Investigate Their WorkLearning from the MarginsAn Introduction to Action Research across the ProfessionsYoung Women, Social Exclusion and Education

Herbert Altrichter, Allan Feldman, Peter Posch and BridgetSomekhAction research is one of the most popular methods ofprofessional development for teachers. It provides a practicalway for teachers to uncover some of the complexities of theteaching process, therefore improve the quality of their pupils'learning. The authors draw on their international practicalexperience of action research, working in close collaborationwith teachers, and introduce the methods and concepts ofaction research through examples drawn from studies byteachers.

Arranged as a practical handbook with numerous sub-headingsfor easy reference and forty-one practical methods and strategies to put into action, some

Edited by Julie McLeod, University of Melbourne, Australiaand Andrea C Allard, Deakin University, AustraliaThis collection of ground-breaking international essays addressthe educational, social, work and biographical experiences ofwomen who are routinely constructed as ‘at risk’ and on themargins. Bringing together important new perspectives on thegendered dimensions of social exclusion and educationalmarginalisation, the book offers insights into how to ‘research’social marginalisation, and reflections on projects that haveattempted to do so.

RoutledgeFebruary 2013: 234x156: 208pp of them flagged as suitable `starters', this is an essential guide for teachers, senior staff andHb: 978-0-415-41133-2: £115.00 co-ordinators of teacher professional development who are interested in investigating

their own practice in order to improve it.Pb: 978-0-415-56709-1: £30.00eBook: 978-0-203-75936-3

Routledge* For full contents and more information, visit: www.routledge.com/9780203759363Market: Undergraduates, Academics and Teachers in Action Research and Educational ResearchDecember 2013: 234x156: 308ppHb: 978-0-415-37795-9: £110.00Pb: 978-0-415-37794-2: £31.99eBook: 978-1-315-81191-8* For full contents and more information, visit: www.routledge.com/9781315811918


EDUCATIONAL RESEARCH24













Dummy text to keep placeholderTransforming the Culture of SchoolsYup¡k Eskimo ExamplesJerry Lipka, With Gerald V. Mohatt and Esther IlutsikSeries: Sociocultural, Political, and Historical Studies in EducationFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeJanuary 2014: 229 x 152: 262ppHb: 978-0-805-82820-7: £65.00Pb: 978-0-805-82821-4: £29.99eBook: 978-1-315-04530-6* For full contents and more information, visit: www.routledge.com/9781315045306


25EDUCATIONAL RESEARCH


Dummy text to keep placeholderDummy text to keep placeholderImproving Assessment through StudentInvolvement

Professional Experience and the InvestigativeImagination

Practical Solutions for Aiding Learning in Higher and Further EducationThe Art of Reflective WritingNancy Falchikov, University of Edinburgh, UKFirst Published in 2004. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: EducationApril 2013: 234x156: 304ppHb: 978-0-415-30820-5: £115.00

Alyson Buck, Paula Sobiechowska and Richard WinterFirst Published in 1999. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: EducationMarch 2013: 234x156: 256ppHb: 978-0-415-19542-3: £115.00Pb: 978-0-415-19543-0: £34.99eBook: 978-0-203-06229-6

Pb: 978-0-415-30821-2: £35.99* For full contents and more information, visit: www.routledge.com/9780203062296eBook: 978-0-203-22099-3* For full contents and more information, visit: www.routledge.com/9780203220993

Dummy text to keep placeholderDummy text to keep placeholderImproving Disabled Students' LearningThe Right to Higher EducationExperiences and OutcomesBeyond widening participation

Mary Fuller, University of Gloucestershire, UK, JanGeorgeson, University of Chichester, UK, Mick Healey,University of Gloucestershire, UK, Alan Hurst, Katie Kelly,Sheila Riddell, University of Edinburgh, UK, Hazel Roberts,University of Gloucestershire, UK and Elisabet Weedon,University of EdinburghSeries: Improving LearningSetting out to show how disabled students experience universitylife, this book is based on research focusing on a small numberof students with a variety of impairments as they move throughtheir degree courses. On the way they encounter many differentstyles of teaching and approaches to learning and assessment.

Penny Jane Burke, Roehampton University, UKSeries: Foundations and Futures of EducationThe landscape of higher education has undergone change andtransformation in recent years, partly as a result of diversificationand massification. However, persistent patterns ofunder-representation continue to raise questions about currentstrategies, policies and approaches to widening participation.

In this book, Penny Burke interrogates the underpinningassumptions, values and perspectives shaping current conceptsand understandings of widening participation. She draws on arange of perspectives from within the field of the sociology ofeducation – including feminist post-structuralism, critical

pedagogy and policy sociology – to examine the ways in which wider societal inequalities The book provides practitioners and those who campaign for an end to discriminationinsights into the working of universities as seen by the central participants. Crucially, itand misrecognitions, which are related to difference and diversity, present particular

challenges for the project to widen participation in higher education. foregrounds the views of disabled students themselves, giving rise to a complex,The book should appeal to all those working in and researching Higher Education. contradictory and always fascinating picture of university life from students whose views

and voice are not often heard.RoutledgeMarket: EducationJune 2013: 234x156: 226ppHb: 978-0-415-56823-4: £95.00

RoutledgeMarket: EducationMay 2013: 216x138: 210ppPb: 978-0-415-56824-1: £27.99Hb: 978-0-415-48048-2: £95.00eBook: 978-0-203-12557-1Pb: 978-0-415-48049-9: £28.99* For full contents and more information, visit: www.routledge.com/9780203125571eBook: 978-0-203-60965-1* For full contents and more information, visit: www.routledge.com/9780203609651

3rd Edition • TEXTBOOKDummy text to keep placeholderThe Lecturer's ToolkitImagining the AcademyA Practical Guide to Assessment, Learning and TeachingHigher Education and Popular Culture

Phil Race, Independent Higher Education and TrainingConsultant and Phil Race, Independent Higher Educationand Training ConsultantFirst Published in 2007. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeApril 2013: 297x210: 236ppHb: 978-0-415-40383-2: £185.00eBook: 978-0-203-70734-0

Edited by Susan Edgerton, Gunilla Holm, Toby Daspit andPaul FarberFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: EducationJanuary 2013: 229 x 152: 264ppHb: 978-0-415-92936-3: £110.00




HIGHER EDUCATION26














Dummy text to keep placeholder3rd Edition • TEXTBOOKTeaching in Transnational Higher EducationMotivation and Learning Strategies for College

Success Enhancing Learning for Offshore International StudentsEdited by Michelle Wallace, Southern Cross University,Australia and Lee Dunn, Southern Cross University, AustraliaTeaching and Learning in Transnational Education provides soundstheory and practical advice for HE administrators and managersinvolved in running offshore programmes and managingincreased cultural diversity within universities, and provideseducational developers and HE lecturers with practical adviceon improving the experience of the international students.

RoutledgeMarket: Higher Education/Open and Distance LearningMay 2013: 229 x 152: 296ppHb: 978-0-415-42053-2: £100.00

A Self-Management ApproachMyron H. DemboThis popular text combines theory, research, and applications to teach college studentshow to become more self-directed learners. Study skills are treated as a serious academiccourse. Students learn about human motivation and learning as they improve their studyskills. The text does not offer “recipes for success” or lists of “quick tips.” The focus is onrelevant information and features designed to help students to identify the componentsof academic learning that contribute to high achievement, to master and practice effectivelearning and study strategies, and then to complete self-management studies wherebythey are taught a process for improving their academic behavior.RoutledgeJanuary 2013: 360ppeBook: 978-0-203-82314-9* For full contents and more information, visit: www.routledge.com/9780203823149


Dummy text to keep placeholderTEXTBOOKInternational Perspectives on Teaching Excellencein Higher Education

Organizational Theory in Higher EducationKathleen Manning, Kathleen Manning, University ofVermont, Burlington, USASeries: Core Concepts in Higher EducationThis book accessibly presents and discusses organizational theoryin a way that facilitates both theory and practice within highereducation settings and furthers an understanding of theirmanagement, culture, and ways of operating. Manning offers afresh take on the models and lenses through which highereducation can be viewed by presenting the full range oforganizational theories, from traditional to current. Part of theCore Concepts in Higher Education Series, this rich andinterdisciplinary treatment enables higher education leaders to

Improving Knowledge and PracticeEdited by Alan Skelton, University of Sheffield, UKThis book provides the first serious scrutiny of how and why teaching excellence in highereducation should be achieved. International perspectives from educational researchers,award winning teachers, practitioners, and educational developers consider key topicsincluding: policy initiatives, research-led teaching, teaching excellence and scholarship,the significance of academic disciplines, research into teaching excellence, rewardingthrough promotion, inclusive learning and ICT.

RoutledgeMarket: Higher EducationMay 2013: 234x156: 296ppgain a full understanding of the perspectives that operate on a college campus and ways

to adopt effective practice accordingly. Hb: 978-0-415-40362-7: £105.00eBook: 978-0-203-93937-6




Dummy text to keep placeholderTEXTBOOKPrivilege and Diversity in the AcademyLearning Through Supervised Practice in Student

Affairs Frances A. Maher and Mary Kay Thompson TetreaultFirst Published in 2007. Routledge is an imprint of Taylor &Francis, an informa company.

Routledge

Diane L. Cooper, The University of Georgia, USA, Sue A.Saunders, The University of Connecticut, USA, Roger B.Winston, Jr., Joan B. Hirt, Virginia Polytechnic Institute andState University, USA, Don G. Creamer and Steven M.Janosik, Virginia Polytechnic Institute and State University,USAFirst Published in 2002. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Student AffairsAugust 2013: 229 x 152: 232ppPb: 978-1-560-32879-7: £23.99

October 2013: 229 x 152: 240ppHb: 978-0-415-94664-3: £95.00Pb: 978-0-415-94665-0: £33.99eBook: 978-0-203-94456-1* For full contents and more information, visit: www.routledge.com/9780203944561



27HIGHER EDUCATION











TEXTBOOKDummy text to keep placeholderExploring Education StudiesDemocratizing Higher Education Policy

Vivienne WalkupExploring Education Studies is a rich and multi-layeredinvestigation of the world of education. Although aimed atEducation Studies courses, the book�s thematic approach alsomakes it an excellent general introduction to education. Buildingaround four central themes � psychology, sociology, currentpolicy and global education � the authors� lively discussionscapture the essence of this diverse subject area.

RoutledgeNovember 2013: 246x189: 472ppPb: 978-1-408-21877-8: £31.99eBook: 978-1-315-83368-2

Constraints of Reform in Post-Apartheid South AfricaM.T. Sehoole, University of Pretoria, South AfricaSeries: RoutledgeFalmer Studies in Higher EducationThis book was written with the purpose of analyzing thechallenges faced by the post-apartheid government in SouthAfrica with regard to reform of higher education. It covers theapartheid context of higher education, resistance to the systemand its ultimate demise, democratic processes in post-apartheidreform agenda and how this agenda was emptied of its radicalcontent as a result of global and local pressures.

Routledge eBook: 978-1-447-91763-2Market: Education, South Africa, Post-Apartheid * For full contents and more information, visit: www.routledge.com/9781315833682October 2013: 229 x 152: 250ppHb: 978-0-415-97445-5: £95.00Pb: 978-0-415-88406-8: £30.00eBook: 978-0-203-95902-2* For full contents and more information, visit: www.routledge.com/9780203959022

TEXTBOOKTEXTBOOKResearch Methods for EducationScience Today: Problem or Crisis?

Peter NewbyWritten with the novice educational researcher in mind, ResearchMethods in Education is designed to help students produce goodquality, valid and valuable research. The text is written in anengaging style and adopts a mixed-methods approach; guidanceon analytical procedures that require more advanced tools suchas SPSS and Minitab are also provided. The book is packed withexercises, examples and comparative international material fromother educational contexts, all of which help to introduce thiscomplex subject in an easy to use format for people that arenew to research and are not confident with numerical

information.

Ralph Levinson and Jeff ThomasFirst Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarch 2013: 236ppPb: 978-0-415-13531-3: £30.99eBook: 978-0-203-97482-7* For full contents and more information, visit: www.routledge.com/9780203974827

Peter Newby's student-friendly text allows the researcher to confidently address the practicalaspects of deciding on a research project, designing a questionnaire or presentingconclusions in the most convincing way.

"Of the many research books available this one stands out as it is clear, l

RoutledgeNovember 2013: 246x189: 712ppPb: 978-1-405-83574-9: £33.99eBook: 978-1-315-83462-7eBook: 978-1-447-91700-7* For full contents and more information, visit: www.routledge.com/9781315834627

2nd Edition • TEXTBOOKRethinking University TeachingA Conversational Framework for the Effective Use of LearningTechnologies

Diana Laurillard, University of London, UKFirst Published in 2001. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: EducationJuly 2013: 234x156: 288ppHb: 978-0-415-25678-0: £115.00Pb: 978-0-415-25679-7: £33.99eBook: 978-1-315-01294-0* For full contents and more information, visit: www.routledge.com/9781315012940


HIGHER EDUCATION28











Dummy text to keep placeholder2nd Edition • TEXTBOOKChildren, Families and SchoolsEducating Special ChildrenDeveloping Partnerships for Inclusive EducationAn introduction to provision for pupils with disabilities and disorders

Sally BeveridgeFirst Published in 2004. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Special Educational NeedsApril 2013: 216x138: 144ppHb: 978-0-415-27933-8: £120.00

Michael Farrell, Independent Education Consultant, UKtext Educating Special Children is the definitive guide toevidence-based practice and professionally informed approachesin provision for special children. Now in its second edition, thisbook outlines ideas of best practice that relate to variousdisabilities and disorders and helpfully discusses what mightconstitute effective provision. International in its scope, EducatingSpecial Children will be of interest to all students of specialeducation, professionals and others interested in gaining anunderstanding in the challenging field of offering provision forspecial children.

RoutledgeMarket: Special EducationJune 2013: 246x174: 332ppHb: 978-0-415-52369-1: £115.00Pb: 978-0-415-52370-7: £31.99

Pb: 978-0-415-27934-5: £32.99eBook: 978-0-203-12080-4eBook: 978-0-203-46470-0* For full contents and more information, visit: www.routledge.com/9780203120804* For full contents and more information, visit: www.routledge.com/9780203464700

Dummy text to keep placeholder2nd Edition • TEXTBOOKImproving Literacy Skills for Children with SpecialEducational Needs

Speech and Language TherapyThe decision-making process when working with children

Edited by Myra Kersner, University College London, UK andJannet A. Wright, De Montfort University, Leicester, UKNow in its second edition, Speech and Language Therapy: thedecision-making process when working with children reveals howrecent research and changes in health and education serviceshave affected the decision-making process in the assessmentand management of children with speech and languageproblems.

Rigorously underpinned with current research and revisedlegislation, this is an important textbook for speech and languagetherapy students, potential students and specialist teachers intraining. Speech and Language Therapy: the decision-making

Heather Duncan and Sarah ParkhouseFirst Published in 2004. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Special Needs EducationJanuary 2013: 96ppPb: 978-0-415-24071-0: £35.00

process when working with children will also be relevant to newly qualified therapists,therapists returning to the profession, specialist teachers and Special Educational NeedsCoordinators.

eBook: 978-0-203-47040-4Routledge* For full contents and more information, visit: www.routledge.com/9780203470404Market: Education/Speech and Language

March 2013: 246x174: 242ppHb: 978-0-415-61407-8: £105.00Pb: 978-0-415-61408-5: £29.99eBook: 978-0-203-12559-5* For full contents and more information, visit: www.routledge.com/9780203125595

Dummy text to keep placeholderSTUDENT REFERENCEModerate Learning Difficulties and the Future ofInclusion

Special Educational Needs: The BasicsJanice Wearmouth, University of Bedfordshire, UKSeries: The BasicsAn engaging and complete overview which examines thefundamental principles of Special Educational Needs from policyto practice. This book covers:

Concepts of special educational needs The historicaldevelopment of special provision and key legislationIdentification and assessment of young people’s special learningand behaviour needs Working with a wide range of individualdifficulties in practice The personal experiences of individualswith special needs Special needs provision and the children’sworkforce

This book is an ideal starting point for all those with questions about what constitutesspecial educational needs and how individuals can be supported in practice. It is also

Narcie Kelly and Brahm NorwichFirst Published in 2004. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Special Educational Needs, InclusionApril 2013: 234x156: 208ppHb: 978-0-415-31974-4: £120.00

essential reading for trainees, teachers and all others working with young people whoexperience difficulties in learning and behaviour, or who have special sensory or physicalneeds.

Pb: 978-0-415-31975-1: £31.99RoutledgeMarket: Special Educational NeedsJune 2013: 198x129: 216ppHb: 978-0-415-59223-9: £70.00




29INCLUSION & SPECIAL NEEDS EDUCATION













Dummy text to keep placeholderDummy text to keep placeholderEthics and Research in Inclusive EducationInclusion in the CityValues into practiceSelection, Schooling and Community

Edited by Melanie Nind, Jonathan Rix, Kieron Sheehy andKaty SimmonsFirst Published in 2004. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Inclusive EducationJanuary 2014: 234x156: 272ppHb: 978-0-415-35205-5: £130.00

Edited by Patricia PottsFirst Published in 2002. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeMarket: Education, Special NeedsOctober 2013: 234x156: 200pp

Pb: 978-0-415-35206-2: £33.99Hb: 978-0-415-26803-5: £130.00eBook: 978-1-315-01817-1Pb: 978-0-415-26804-2: £35.99* For full contents and more information, visit: www.routledge.com/9781315018171eBook: 978-1-315-01449-4


Dummy text to keep placeholderDummy text to keep placeholderCritical Issues in Training Special EducationTeachers

Inclusive SchoolingNational and International PerspectivesEdited by Stanley J. Vitello and Dennis E. Mithaug A Special Issue of exceptionalitySeries: Rutgers Invitational Symposium on Education Series Edited by Laurie U. deBettencourtFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company. First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.Routledge RoutledgeDecember 2013: 229 x 152: 200pp January 2014: 229 x 152: 56ppHb: 978-0-805-83039-2: £65.00 Pb: 978-0-805-89509-4: £28.99eBook: 978-1-315-04535-1 eBook: 978-1-315-04597-9* For full contents and more information, visit: www.routledge.com/9781315045351 * For full contents and more information, visit: www.routledge.com/9781315045979

Dummy text to keep placeholderTEXTBOOKLearning and Inclusion (Routledge Revivals)The Assessment of Special Educational NeedsThe Cleves School ExperienceWhose Problem?

Priscilla AldersonSeries: Routledge RevivalsThis title, first published in 1999, describes how one renownedinclusive community school, Cleves School, responds to thechallenges faced by themselves and other schools. Specifically,Priscilla Alderson shows how methods of inclusive learning canbe incorporated with those designed to improve standards ofachievement for every child.

Routledge

David M Galloway, Durham University, UK, DerrickArmstrong, University of Sydney, Australia and SallyTomlinsonSeries: Effective Teacher, TheThe debate about special needs provision has increaseddramatically over the last 15 years, however, despite thewidespread concern over both learning and behaviouraldifficulties, there have been few attempts to analyse in detailthe process of assessment by which children are being identifiedas having special educational needs. ; ; Drawing upon researchcarried out by the authors, this book fills that gap by examiningthe process in detail. It considers the assessment process itselfand how it affects and is affected by other areas of school policy Market: Education/Inclusion

January 2014: 297x210: 95pp- in some cases causing tension and conflict such as parental participation, the use andHb: 978-0-415-72254-4: £55.00allocation of resources and multi-professional decision-making. A feature of the book is itsPb: 978-0-415-72255-1: £26.95analysis of the impact of the National Curriculum and the local management of schools

(LMS) provision for special needs.eBook: 978-1-315-85822-7* For full contents and more information, visit: www.routledge.com/9781315858227

RoutledgeDecember 2013: 216x138: 208ppPb: 978-0-582-08514-5: £35.99eBook: 978-1-315-84501-2* For full contents and more information, visit: www.routledge.com/9781315845012


INCLUSION & SPECIAL NEEDS EDUCATION30












Dummy text to keep placeholderDummy text to keep placeholderEducability, Schools and Ideology (RLE Edu L)Education for Democratic Citizenship

Edited by MICHAEL Flude and JOHN AHIERSeries: Routledge Library Editions: EducationThe sociology of education has been at the forefront of newdevelopments in sociological theory. This book examines andcriticizes a number of these new developments and discussessome empirical work on issues of current concern. One of thefew books that integrates radical and critical sociology into thefield of education, it deals with the resultant difficulties. Thetopics covered include cultural deprivation, ideologies ineducation, classrooms, the teaching profession and the historyof women’s education.

RoutledgeMarket: EducationMay 2013Hb: 978-0-415-50075-3: £85.00

A Challenge for Multi-ethnic SocietiesEdited by Roberta S. Sigel and Marilyn B. HoskinFirst Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeJanuary 2013: 229 x 152: 232ppHb: 978-0-805-80725-7: £65.00eBook: 978-0-203-05242-6* For full contents and more information, visit: www.routledge.com/9780203052426


Dummy text to keep placeholderDummy text to keep placeholderRationality, Education and the Social Organizationof Knowledege (RLE Edu L)

Gender, Class and Education (Routledge Revivals)Stephen Walker and Len BartonSeries: Routledge RevivalsFirst published in 1983, Gender, Class and Education is a collectionof presentations made at the fifth Westhill Sociology of EducationConference in July, 1982. The theme of the conference was 'Race,Class and Education' - a theme selected because of its obvioustopicality. However, this was not the only reason behind thechoice. The conference sought to provide a framework fordebate between educational researchers and teachers whoshare certain common, practical goals.

This volume focuses on the reproduction of gender relationsthrough education. It provides important insights into how the

Edited by Chris Jenks, Chris Jenks is Professor of Sociologyand Pro-Vice Chancellor at Brunel University. He has writtennumerous books on culture, sociology and childhood. Heis interested in sociological theory, post-structuralism andheterology, childhood, cultural theory, visual and urbanculture and extremes of behaviour.Series: Routledge Library Editions: EducationThe manner in which we variously come to an understandingof our world presents problems for us all, but the unified methodby which we ought best to acquire such knowledge representsthe particular problem of contemporary education. Thisimportant book seeks to explore some of the underlying

process works, how it is resisted in schools and colleges, and into the possibilities for radicalintervention.

practises and assumptions that go to produce and sustain both such sets of activities. AllRoutledge the papers in this collection are formulations of a ‘reflexive’ method of theorizing withinMarket: Education

sociology of education. This is a mode of address, deriving partly from socialNovember 2013: 216x138: 235ppphenomenology, which seeks to display the grounds of the theorists’ speech as itself anHb: 978-0-415-63660-5: £80.00essential feature of any informative dialogue. Major themes in education and in sociologyPb: 978-0-415-64539-3: £26.95are considered in this way, including the social form of rationality, the constitution ofeBook: 978-0-203-07864-8

* For full contents and more information, visit: www.routledge.com/9780203078648 curricula, normative beliefs about Learning, the nature of literary study as liberal educationand the character of scientific knowledge in the social world.

RoutledgeMarket: EducationJune 2013: 234x156: 108ppHb: 978-0-415-50415-7: £75.00Pb: 978-1-138-00825-0: £30.00eBook: 978-0-203-12871-8* For full contents and more information, visit: www.routledge.com/9780203128718

Dummy text to keep placeholderDummy text to keep placeholderDisability PoliticsContemporary Research in the Sociology of

Education (RLE Edu L) Understanding Our Past, Changing Our FutureJane Campbell and Mike OliverEdited by John Eggleston

Series: Routledge Library Editions: EducationThe subject matter of this book – what happens in schools, theeffects of curriculum change, the reasons why some childrenare successful and others are not – explains just why thesociology of education is one of the most important areas toachieve political importance. There are five sections to the bookcovering: Educational Achievement; Educational Provision; TheOrganization of the School; Roles in the School and Values andLearning. The editor discusses the implications of the materialpresented (much of which was available for the first time whenthis book was originally published).

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.RoutledgeMarket: Social Work, Education and Special NeedsJanuary 2013: 216x138: 240ppHb: 978-0-415-07998-3: £130.00Pb: 978-0-415-07999-0: £39.99eBook: 978-0-203-41063-9* For full contents and more information, visit: www.routledge.com/9780203410639

RoutledgeMarket: EducationMay 2013Hb: 978-0-415-50073-9: £105.00Pb: 978-0-415-75276-3: £30.00eBook: 978-0-203-12837-4* For full contents and more information, visit: www.routledge.com/9780203128374


31SOCIOLOGY OF EDUCATION











Dummy text to keep placeholderDummy text to keep placeholderThe Evolution of Educational ThoughtChildminder (Routledge Revivals)Lectures on the formation and development of secondary educationin France

A Study in Action ResearchBrian Jackson and Sonia JacksonSeries: Routledge RevivalsFirst published in 1979, this book looks at the subject ofchildminding in Britain at the time it was written. It is based ona national survey that was commissioned by the Social ScienceResearch Council and on action to help childminders fundedby the Wates Foundation at Manchester University, UK,and evaluates the number and nature of the childminders inBritain that were looking after the nation’s children in the 70s.It argues that parents have a right to choose to work if societycan guarantee loving and skilled care for their children. However,the authors suggest that this was not the case at the time andstate that childminders were in need of better governmental

support.

Emile DurkheimFirst Published in 2005. Routledge is an imprint of Taylor &Francis, an informa company.

RoutledgeNovember 2013: 388ppHb: 978-0-415-38608-1: £130.00Pb: 978-0-415-56906-4: £30.00

RoutledgeMarket: EducationSeptember 2013: 216x138: 282ppHb: 978-0-415-83916-7: £80.00

eBook: 978-1-315-02059-4Pb: 978-0-415-83917-4: £26.95* For full contents and more information, visit: www.routledge.com/9781315020594eBook: 978-0-203-77454-0


Dummy text to keep placeholderStarting School (Routledge Revivals)

Brian JacksonSeries: Routledge RevivalsFirst published in 1979, this book considers the culture of amulti-racial community through the eyes of six children aboutto start school. Following the children from home into school,their six separate lives are unveiled, illustrating the manner inwhich their six separate worlds are in some ways grounded intheir own respective cultures, and in others interwoven with thecommon experience of school. These Children enter school insearch of a multi-cultural society, and a sympathetic appraisalis made of what happens to them as they face such initiallydaunting prospects as the classroom, television and theplayground.

RoutledgeMarket: Education/ Cultural DiversitySeptember 2013: 216x138: 148ppHb: 978-0-415-83910-5: £70.00Pb: 978-0-415-83911-2: £26.95eBook: 978-0-203-77482-3* For full contents and more information, visit: www.routledge.com/9780203774823

TEXTBOOKUrban EducationA Model for Leadership and Policy

Edited by Karen Symms Gallagher, University of SouthernCalifornia, USA, Rodney Goodyear, University of SouthernCalifornia, USA, Dominic Brewer, University of SouthernCalifornia, USA and Robert Rueda, University of SouthernCalifornia, USAMany factors complicate the education of urban students.Among them have been issues related to population density;racial, ethnic, cultural, and linguistic diversity; poverty; racism(individual and institutional); and funding levels. Although urbaneducators have been addressing these issues for decades,placing them under the umbrella of "urban education" andtreating them as a specific area of practice and inquiry is relatively

recent. Despite the wide adoption of the term a consensus about its meaning exists atonly the broadest of levels. In short, urban education remains an ill-defined concept. Thiscomprehensive volume addresses this definitional challenge and provides a 3-partconceptual model in which the achievement of equity for all – regardless of race, gender,or ethnicity – is an ideal that is central to urban education.

RoutledgeMarket: EducationMarch 2013: 254 x 178: 372ppHb: 978-0-415-87240-9: £150.00Pb: 978-0-415-87241-6: £61.99eBook: 978-0-203-83733-7* For full contents and more information, visit: www.routledge.com/9780203837337


SOCIOLOGY OF EDUCATION32










SLearning to Teach Modern Languages in theSecondary School .............................................................. 10Learning with Information Systems ............................. 6

Essays on Pedagogy .......................................................... 15Ethical Educational Leadership in TurbulentTimes ....................................................................................... 17

AAbility Profiling and School Failure ............................ 12 Science Today: Problem or Crisis? ............................... 28Lecturer's Toolkit, The ....................................................... 26Ethics and Research in Inclusive Education ............ 30Active Learning in Primary Classrooms .................... 19 Segregated Schools ........................................................... 15Linguistic Imperialism Continued ................................. 3Ethnography and Language Policy .............................. 3Additional Educational Needs ..................................... 21 Social Class, Gender and Exclusion from

School ..................................................................................... 21Literacy and Language in the Primary Years ............ 8

MEvolution of Educational Thought, The ................... 32Exploring Education Studies ......................................... 28

GAdvanced Mathematical Thinking ............................ 10Art Of Drama Teaching, The ......................................... 21Art Teaching ........................................................................... 7Arts-Based Research in Education .............................. 22Aspects of Educational Change ................................... 16

Social Linguistics and Literacies ..................................... 3Social Literacy, Citizenship Education and theNational Curriculum ......................................................... 11Social Studies for the Twenty-First Century ............... 8

Managing to Be Different ................................................. 6Measurement and Research in the AccountabilityEra ............................................................................................. 17

Gender, Class and Education (RoutledgeRevivals) ................................................................................. 31Aspects of Teaching Secondary Modern Foreign

Languages ............................................................................... 9Special Educational Needs: The Basics ..................... 29Speech and Language Therapy ................................... 29Mediating Science Learning through Information and

Communications Technology ........................................ 6Global Education Inc. ....................................................... 16Globalization and Education ....................................... 17Assessing Expressive Learning ...................................... 13

Assessment in Higher Education ................................. 18Starting School (Routledge Revivals) ......................... 32Students' Identities and Literacy Learning .............. 10Moderate Learning Difficulties and the Future of

Inclusion ................................................................................. 29Globalization and Educational Rights ........................ 4Globalization, Technological Change, and PublicEducation .............................................................................. 16

Assessment of Authentic Performance in SchoolMathematics .......................................................................... 5Assessment of Special Educational Needs,The ............................................................................................ 30

Study Skills for Foundation Degrees .......................... 20Subaltern Speak, The ........................................................ 16Subjectivity, Curriculum, and Society ........................... 7

T

More Teaching Fractions and Ratios forUnderstanding .................................................................... 13Motivation and Learning Strategies for CollegeSuccess .................................................................................... 27Multicultural Issues and LiteracyAchievement ........................................................................... 3

Globalization, the Nation-State and theCitizen ........................................................................................ 8

HBBalancing Principles for Teaching ElementaryReading .................................................................................. 12

Teachers Investigate Their Work .................................. 24Teaching in Transnational HigherEducation .............................................................................. 27

Multilingual Education and Sustainable DiversityWork ........................................................................................... 2

Handbook of Research on New Literacies ............... 13Handbook of Research on ScienceEducation ................................................................................. 7Becoming a Secondary School Teacher ................... 20

Beyond Classical Pedagogy ........................................... 13Teaching K-6 Mathematics ........................................... 12Teaching Language Arts to English LanguageLearners .................................................................................... 2

Multimodal Composing in Classrooms ...................... 6

NHistory in the Early Years ................................................... 9History Lessons .................................................................... 12How Educational Ideologies Are Shaping GlobalSociety ..................................................................................... 13

Beyond the Culture Tours ............................................... 10Bilingual Education ............................................................. 3Bringing Learning to Life ................................................. 16

C

Teaching Primary English ................................................. 8Teaching Social Foundations of Education ........... 19Thinking Practices in Mathematics and ScienceLearning ................................................................................... 5To Think .................................................................................. 11Tracing Education Policy ................................................ 16

New Foundations for Knowledge in EducationalAdministration, Policy, and Politics ............................ 14No Child Left Behind and the Reduction of theAchievement Gap .............................................................. 17

O

IIdeology, Curriculum, and the New Sociology ofEducation .............................................................................. 14Imagining the Academy ................................................. 26

Childminder (Routledge Revivals) ............................... 32Children, Families and Schools .................................... 29Civic Education for Diverse Citizens in GlobalTimes .......................................................................................... 7

Transforming the Culture of Schools ......................... 25

UOrganizational Theory in Higher Education ........... 27

PImplementing Performance Assessment ................. 18Improving Assessment through StudentInvolvement ......................................................................... 26Improving Disabled Students' Learning ................... 26Improving Literacy Skills for Children with SpecialEducational Needs ............................................................ 29

Considering Emotions in Critical English LanguageTeaching ................................................................................... 2Constructing Worlds through ScienceEducation ................................................................................. 6Contemporary Research in the Sociology of Education(RLE Edu L) ............................................................................. 31

Understanding Art in Primary Schools ..................... 11Understanding Readers' Understanding .................... 5Urban Education ................................................................ 32

VPerspectives on Conceptual Change ........................... 9Physical Education in the Early Years .......................... 9Place- and Community-Based Education inSchools ................................................................................... 11

Inclusion in the City ........................................................... 30Inclusive Schooling ............................................................ 30Instructional Models in Reading .................................... 5

Critical Issues in Training Special EducationTeachers ................................................................................. 30Cross-Curricular Teaching and Learning in theSecondary School… Humanities .................................. 7

Vertically Moderated Standard Setting .................... 18Visual Turn and the Transformation of the Textbook,The ............................................................................................ 12

Place-Based Education in the Global Age ............... 11Politics Of Multiracial Education, The ....................... 20Pragmatics for Language Educators ........................... 2

International Perspectives on Teaching Excellence inHigher Education ............................................................... 27Interpreting Literature With Children ........................ 13Culturally Relevant Schools ........................................... 18

Curriculum and Pedagogy in InclusiveEducation ................................................................................. 9

WPrimary Science .................................................................. 11Privilege and Diversity in the Academy .................... 27Professional Attributes and Practice .......................... 20KCurriculum in Abundance ................................................ 7

Curriculum Traditions and Practices ......................... 21World Class ........................................................................... 12World Yearbook of Education 1965 ........................... 24

Professional Experience and the InvestigativeImagination ......................................................................... 26Knowledge Production .................................................... 15

DWorld Yearbook of Education 1967 ........................... 24World Yearbook of Education 1968 ........................... 23World Yearbook of Education 1971/2 ....................... 23R

Knowledge that Counts in a GlobalCommunity .......................................................................... 17

LDemocratizing Higher Education Policy .................. 28Developing a Pedagogy of TeacherEducation .............................................................................. 14

World Yearbook of Education 1974 ........................... 23World Yearbook of Education 1979 ........................... 23World Yearbook of Education 1984 ........................... 23

Rationality, Education and the Social Organizationof Knowledege (RLE Edu L) ............................................. 31Reader Response in Secondary and CollegeClassrooms .............................................................................. 5

Labeling ................................................................................. 18Language and Minority Rights ....................................... 3Developing Equitable Education Systems ............... 17

Diagnostic Monitoring of Skill and KnowledgeAcquisition ............................................................................ 14

World Yearbook of Education 1986 ........................... 23Write in Style ......................................................................... 20Writing Classroom, The ................................................... 21

Reading, Writing, and Talking Gender in LiteracyLearning ................................................................................. 10

Language Exploration and Awareness ....................... 2Language Exploration and Awareness ....................... 2

Disability Politics ................................................................. 31 Reconstructing Teaching ............................................... 15Language, Culture, and Community in TeacherEducation ................................................................................. 8Dividing Classes .................................................................. 14

EResearch and Supervision in Mathematics and ScienceEducation .............................................................................. 10Research Methods for Education ................................ 28Researching the Art of Teaching ................................. 24

Language, Ethnography, and Education .................. 8Learner Managed Learning ........................................... 20Learning and Inclusion (Routledge Revivals) .......... 30

Educability, Schools and Ideology (RLE EduL) ................................................................................................ 31

Rethinking Secondary Education ............................... 19Rethinking University Teaching ................................... 28

Learning From Text Across ConceptualDomains ................................................................................... 9

Educating Reason .............................................................. 21 Rhetoric and Educational Discourse ............................ 6Learning from the Margins ............................................ 24Educating Special Children ........................................... 29 Right to Higher Education, The .................................... 26Learning Gardens and Sustainability

Education ................................................................................. 5Educating the Right Way ................................................ 18Educating the Right Way ................................................ 18

Routledge International Companion to GiftedEducation, The .................................................................... 15Learning Privilege .............................................................. 24

Education for Democratic Citizenship ...................... 31 Learning Through Supervised Practice in StudentAffairs ...................................................................................... 27Educational Policy and the Politics of

Change ................................................................................... 15


33INDEX BY TITLE

Sadovnik, Alan R. ................................................................ 17Greeno, James G. .................................................................. 5A Sarup, Madan ....................................................................... 20Scapp, Ron ................................................................................ 6

Grenfell, Michael ................................................................... 8Gruenewald, David A. ..................................................... 11

Abell, Sandra K. ...................................................................... 7 Schuler, Tom ......................................................................... 23Guzzetti, Barbara J. ............................................................... 9Acker, Sandra ........................................................................ 23 Sehoole, M.T. ........................................................................ 28Guzzetti, Barbara J. ............................................................ 10Ainscow, Mel ........................................................................ 17 Selden, Annie ....................................................................... 10

HAlderson, Priscilla ............................................................... 30Alexander, Robin ................................................................ 15Altrichter, Herbert .............................................................. 24

Sharpes, Donald ................................................................. 21Siegel, Harvey ....................................................................... 21Sigel, Roberta S. .................................................................. 31Harris, Richard ......................................................................... 7

Andrews, Larry ........................................................................ 2 Skelton, Alan ......................................................................... 27Henry, Miriam ....................................................................... 15Andrews, Larry ........................................................................ 2 Skutnabb-Kangas, Tove .................................................... 2Hextall, Ian .............................................................................. 15Apple, Michael W. .............................................................. 14 Smith, Frank .......................................................................... 11Hoffman, James V. ............................................................. 12Apple, Michael W. .............................................................. 16 Smith, Gregory A. ............................................................... 11Holliman, Richard ................................................................. 6Apple, Michael W. .............................................................. 18 Soan, Sue ................................................................................ 21Holmes, Brian ....................................................................... 23Arthur, James ....................................................................... 11 Somekh, Bridget ................................................................. 15Howard, Adam .................................................................... 24Au, Kathryn ............................................................................... 3 Spring, Joel ............................................................................... 4Hoyle, Eric ............................................................................... 23Autio, Tero ................................................................................ 7 Spring, Joel ............................................................................ 13Hudak, Glenn ........................................................................ 18

B Stahl, Steven A. ...................................................................... 5Street, Paul ............................................................................. 15Swarbrick, Ann ....................................................................... 9

Hynd, Cynthia R. .................................................................... 9

JBalchin, Tom ......................................................................... 15Ball, Stephen J. ..................................................................... 16

Szekely, George ..................................................................... 7

TJackson, Brian ....................................................................... 32Jackson, Brian ....................................................................... 32Jardine, David W. .................................................................. 7

Bedford, Dorothy ............................................................... 20Bell, Simon ................................................................................ 6Benesch, Sarah ....................................................................... 2 Tickle, Les ................................................................................ 11Jenks, Chris ............................................................................ 31Bereday, George Z. F. ....................................................... 24 Tierney, Robert J. ................................................................... 5

KBereday, George Z. F. ....................................................... 24Beveridge, Sally ................................................................... 29Blaug, Mark ............................................................................ 23 V

Kane, Jean .............................................................................. 21Bradshaw, David ................................................................. 16 Vitello, Stanley J. ................................................................. 30Kane, Michael B. .................................................................. 18Brantlinger, Ellen ................................................................ 14 Vásquez, Anete ...................................................................... 2Karolides, Nicholas J. ........................................................... 5Brisk, Maria Estela .................................................................. 8

WKelly, Narcie ........................................................................... 29Kennedy, Jenny ................................................................... 11Kersner, Myra ........................................................................ 29

Brumbaugh, Douglas K. ................................................. 12Buck, Alyson .......................................................................... 26Burbules, Nicholas C. ....................................................... 17 Walker, Stephen ................................................................. 31

LBurke, Penny ......................................................................... 26Butin, Dan W. ........................................................................ 19

C

Walkup, Vivienne ............................................................... 28Wallace, Michelle ............................................................... 27Wearmouth, Janice ........................................................... 29Weis, Lois ................................................................................ 14Wetton, Pauline ..................................................................... 9

L. McCarty, Teresa ................................................................. 3Lamon, Susan J. .................................................................. 13LaSpina, James A. ............................................................... 12

Cahnmann-Taylor, Melisa ............................................. 22 Williams, Dilafruz ................................................................... 5Laurillard, Diana .................................................................. 28Campbell, Jane .................................................................... 31 Wolf, Shelby A. ..................................................................... 13Lemberger, Nancy ............................................................... 3Cizek, Gregory J. .................................................................. 18 Wood, Terry ........................................................................... 13Lesh, Richard A. ...................................................................... 5Coiro, Julie .............................................................................. 13 Woods, Peter ........................................................................ 24Levinson, Ralph ................................................................... 28Cole, Mike ............................................................................... 20 Wray, David .............................................................................. 8Lipka, Jerry .............................................................................. 25Collins, Kathleen M. .......................................................... 12

ZLoCastro, Virginia .................................................................. 2Loughran, John ................................................................... 14

M

Cooper, Diane ...................................................................... 27Cooper, Hilary ......................................................................... 9Cruz, Gladys ........................................................................... 10

DZevin, Jack ................................................................................. 8

Madsen, Jean A. .................................................................. 18Maher, Frances A. .............................................................. 27

deBettencourt, Laurie U. ............................................... 30 Malone, John A. .................................................................. 10Dembo, Myron H. .............................................................. 27 Manning, Kathleen ........................................................... 27Dorn, Charles M. ................................................................. 13 May, Stephen .......................................................................... 3Duncan, Heather ................................................................ 29 McCarthey, Sarah J. ........................................................... 10Durkheim, Emile ................................................................. 32 McLeod, Julie ....................................................................... 24Dwyer, Carol Anne ............................................................ 17 Medwell, Jane ......................................................................... 8

E Messick, Samuel J. ............................................................. 18Miller, Suzanne M. ................................................................ 6Mitchell, Douglas E. .......................................................... 14

Edgerton, Susan ................................................................. 26 Monahan, Torin ................................................................... 16Edwards, Richard .................................................................. 6 Monk, Jenny .......................................................................... 19Eggleston, John .................................................................. 31 Morrish, Ivor .......................................................................... 16Evans, Janet ........................................................................... 21

NFNewby, Peter ........................................................................ 28

Falchikov, Nancy ................................................................ 26 Nind, Melanie .......................................................................... 9Farrell, Michael .................................................................... 29 Nind, Melanie ....................................................................... 30Fleming, ................................................................................. 21

PFleming, Peter ...................................................................... 20Flude, MICHAEL .................................................................. 31Foster, Philip ......................................................................... 23 Pachler, Norbert .................................................................. 10Frederiksen, Norman ....................................................... 14 Palmer, Richard ................................................................... 20Fuller, Mary ............................................................................ 26 Phillips, David ....................................................................... 16

G Phillipson, Robert ................................................................. 3Poliner Shapiro, Joan ....................................................... 17Potts, Patricia ........................................................................ 30

Gallagher, Karen Symms ............................................... 32

RGalloway, David M ............................................................ 30Gaudelli, William ................................................................. 12Gee, James ................................................................................ 3 Race, Phil ................................................................................. 26Gilbert, John K. ....................................................................... 6 Reid, Alan ................................................................................... 8Gill, Scherto ........................................................................... 19 Rennie, Léonie J. ................................................................. 17Grant, S.G. ............................................................................... 12 Rubin, Beth C. .......................................................................... 7Graves, Norman, ................................................................ 20

S


INDEX BY AUTHOR34


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