Teaching in Effective Primary Schools
Research into pedagogy and children’s learning
By Iram Siraj, Brenda Taggart, Pam Sammons, Edward Melhuish, Kathy Sylva and Donna-Lynn Shepherd
Reframing Space for Learning
Excellence and innovation in university teaching
Tim Bilham, Claire Hamshire, Mary Hartog with Martina A. Doolan
Social Justice Re-Examined
Dilemmas and solutions for the classroom teacher (updated and expanded edition)
Edited by Rowena Arshad, Terry Wrigley and Lynne Pratt
UCL IOE Press merges with UCL Press
On 1 December 2018 UCL IOE Press officially merged with UCL Press. Customers can continue to purchase UCL IOE Press/Trentham Books titles from this site. More information about UCL Press can be found on its website: www.uclpress.co.uk
Any queries should be directed as follows:
For booksellers: please continue to order books from Central Books or your local distributor. For queries contact Sally Sigmund, Sales Manager: s.sigmund@ucl.ac.uk
For current authors: UCL IOE Press books – please contact Pat Gordon-Smith, Commissioning Editor: p.gordon-smith@ucl.ac.uk Trentham Books – please contact Gillian Klein, Commissioning Editor: g.klein@ucl.ac.uk
For new authors: from 1 December 2018 new proposals will be considered for publication under the UCL Press imprint, in its open access model. Authors interested in discussing a new proposal should contact Pat Gordon-Smith: p.gordon-smith@ucl.ac.uk
About UCL IOE Press
We publish books, eBooks, open-access titles, and journals in the field of education and related areas of social science and professional practice. Our publications are rooted in a commitment to careful analysis and social justice.
We are based at the UCL Institute of Education.
Visit our journals page to see our open-access titles which include the London Review of Education, Research for All, and the relaunched International Journal of Development Education and Global Learning.
Visit ECERS-E, SSTEW and MOVERS for our UK family of Early Years rating scales.
Download and browse our Autumn 2018-2019 catalogue. Follow us on Twitter @IOE_Press
New Titles
Social Justice Re-Examined
Dilemmas and solutions for the classroom teacher
UPDATED AND EXPANDED EDITION Teachers want to do their best for every child, but worry about causing offence and often shy away from troublesome issues. The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works. Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD. The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society.
Teaching in Effective Primary Schools
Research into pedagogy and children's learning
Key elements of teaching in effective schools are revealed by the qualitative and quantitative research of leading researchers into primary school provision. Pedagogical strategies used in successful schools are brought to life through detailed observations, and the book offers multi-layered evidence for motivating children through better practice.
Manifestos, Policies and Practices
An equalities agenda
Presenting the case for for radical policy reform through analysis of the 2017 Labour Party Manifesto and contemporary policies of other UK political parties, the book comprises a series of short essays on key policy areas, highlighting the values in each that underpin an equalities agenda.
Reframing Space for Learning
Excellence and innovation in university teaching
The concept and use of 'space' in higher education influence students and teachers deeply. Reframing Space for Learning explores space as a physical 'learning place' and a 'belonging space' for individual and collective development. Innovative approaches in a range of HE disciplines are presented in the work of 40 experienced university teachers.
Educational Inequality
Closing the gap
This research shows how schools in one diverse and disadvantaged inner-city local authority have raised children’s attainment to levels that far surpass the national average at KS 2 and GCSE: gifted leadership, targeted interventions, effective teachers who mirror the school’s intake, and governor, parent and community involvement = Outstanding.
Learning for a Co-operative World
Education, social change and the Co-operative College
Learning for a Co-operative World explores the remarkable growth of co-operative education in formal and informal learning, and its future potential for all ages and in diverse settings. It celebrates its values of democracy, solidarity, equality and self-help, which inform over 600 schools and the Co-operative College as it achieves its centenary.
Diversity in Teacher Education
Perspectives on a school-led system
Informed by large-scale quantitative research and smaller-scale qualitative studies, Diversity in Teacher Education reveals a growing complexity in the system of teacher education in England. It finds that responsibility for educating teachers has moved away from universities, while schools have become major players.
Struggles for Empowerment
Higher education stories from East and West
A unique account of students from poor rural provinces in Pakistan and the Republic of Ireland who struggle to access graduate studies. Applying Bourdieu’s theories of social and cultural capital, habitus and field illuminates how students succeed in different ways in overcoming profound social and economic inequalities to achieve higher education.
Science for All
The struggle to establish school science in England
Science for All is a thoroughly researched account of the long battle to establish school science in England, from its introduction to the classroom in the mid-nineteenth century to the launch of the National Curriculum in 1989. It addresses the underlying question of what school science is for and reveals when, how and why the answer has changed.