Second Language Learners in International Schools
by Maurice Carder with Patricia Mertin and Sarah Porter
Children's Literature in a Multiliterate World
Shortlisted for the 2019 UKLA Academic Book Award
Applied Educational Psychology with 16–25 Year Olds
New frameworks and perspectives for working with young people
Edited by Brian Apter, Christopher Arnold and Julia Hardy
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.ucl.ac.uk/ucl-press
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
Inclusion and Intersectionality in Visual Arts Education
This unique book examines the varied and overlapping identities celebrated in the visual arts in Higher Education. The authors use case studies to show how intersectional theory illuminates debates on inclusion in arts education concerning race, gender, sexuality or class, in compelling and unpredictable new directions.
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.
Applied Educational Psychology with 16–25 Year Olds
New frameworks and perspectives for working with young people
Since the 2014 Children and Families Act, educational psychologists work in post-16 establishments as well as schools. The settings are different, as are the clients and their needs. Applied psychologists who work with 16-25-year-olds offer their colleagues advice, technical support and practical ideas so they can meet the needs of young adults.
Second Language Learners in International Schools
By 2020 there will be more than 10,000 international schools with 5 million students. The authors argue for a model that does not assimilate to any political system; where motivation can come from areas other than wanting to belong to a specific culture; and where students can develop all their languages equitably while they learn the curriculum.
Personalizing Education
A person-centred approach for children with special educational needs
This book is about enabling children in school who have special needs to be equal partners in the team that determines their education plan, even very young children. Based on empirical research, it shows how person-centred reviews (PCRs) can, with careful and inclusive planning, secure the optimal outcomes for the child.
Knowledge in education
Why philosophy matters
In recent years ideas about education have polarized: on one side, those stressing facts and disciplines; on the other, those encouraging learners to make their own meaning. But through a fine-grained account of pedagogic practice and subject knowledge Jan Derry provide a means of reconfiguring the issue to transcend this simple opposition.
Examination Standards
How measures and meanings differ around the world
An international team of authorities in the field of standard setting discuss what standard setting is and should be. Their accounts of a representative selection of jurisdictions (Chile, England, France, Georgia, Ireland, Queensland, South Africa, Sweden, and the United States) are accompanied by lively critical commentaries from other experts in this domain. Together, the editors challenge the notion that there is a single superior way of thinking about national examinations, and instead encourage educators and policymakers to engage with the multiple perspectives offered here, and to consider carefully the complex issues raised.
International Perspectives on Alternative Education
Policy and practice
The book explores alternative forms of schooling from the position of academics, policy workers and those working and studying in such schools. Accounts of first-hand experience working and leading in alternative schools or at policy level across eight national contexts bring alive their strengths and the challenges that can arise.
Children’s Literature in a Multiliterate World
The International Board on Books for Young People, IBBY, presents a collection by 12 scholars of children's literature about outstanding stories and picture books that explore issues of identity, belonging and empathy in many parts of the world.