{"title":"Education","description":"\u003cp style=\"text-align: left;\"\u003e\u003cspan\u003eBelow are our latest releases for the education category. This is only a small selection of our range – please use the Search Bar above to see the full catalogue.\u003c\/span\u003e\u003c\/p\u003e","products":[{"product_id":"9781681258188","title":"Libros solidarios","description":"\u003cp\u003eLatine Spanish-language children's literature is powerful for supporting bilingual learners' language and literacy development and nurturing cross-linguistic connections. Libros solidarios shows K-6 teachers how to grow biliteracy through authentic Spanish-language picture books, early readers, and middle-grade literature on key topics like identity, family, community, and immigration. Written in Spanish with brief English introductions to each chapter, this book is perfect for use in any space with bilingual and multilingual Spanish speakers.  The heart of this book is 18 K-6 classroom-ready unit plans. Built around Spanish-language text pairings, the units encourage deep engagement with the texts' themes and advance a metalinguistic study of varieties of the Spanish language. For each unit, teachers will get:     Unit Overview: Essential questions, Spanish-language objectives, translanguaging objectives, and key concepts Unit Projects: Recommendations for multiple means of expression to evaluate students' learning (aligned with UDL) Sample Activities: Language study charts, sample teacher moves, personal reflections, and book club discussion guides for language practice and content analysis  Language Study: Guidance for intentional analysis of Spanish language practices and characteristics in texts Translation Discussion Guide: Prompts to examine differences between the languages and create opportunities for cross-linguistic discussions and connections Reading Group Guides: Additional paired texts for guiding further reading and teaching on the topic  An essential resource for bilingual education programs and Spanish language classes, this innovative book will help teachers nurture their students' language and literacy skills while honoring their linguistic and cultural practices.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":45990294978612,"sku":"9781681258188","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781681258188.jpg?v=1782632676"},{"product_id":"9781680534603","title":"The Major","description":"\u003cp\u003eBorn in Hull in 1917, Geoffrey Langlands narrowly survived the Spanish Flu epidemic and Zeppelin bombings of World War I. Coming of age in time for World War II, he joined the elite No. 4 Commando unit in 1940. After successes in Europe, he was selected for officer training and posted to the Indian Army. He never left the subcontinent, serving with distinction and later saving many lives during the Partition of India in 1947. He survived three wars between India and Pakistan, a kidnapping in Waziristan, and the Taliban threat.  Realizing the futility of war, Langlands envisaged a more effective approach to resolving conflict: education. He was asked to stay in the newly created Pakistan by its president, Ayub Khan, who entrusted Langlands to educate many of Pakistan's future leaders over a period of 25 years at Aitchison College in Lahore. In 1989, he moved to the tribal heartland of Pakistan to run a school in Chitral. By the time Langlands retired in 2012, aged 94, there were over 800 pupils, both male and female. Prime Minister Imran Khan call him \"Pakistan's Teacher.\"  This in-depth study of renowned educator Geoffrey Langlands, who died in 2019, is written by one of his former pupils. It shares Langlands' unique insights and those of associates who knew and remember him, stretching from the last days of British India to the rise of radical Islam. It also reveals previously unknown details of Langlands' extraordinary life, which spanned 101 years.  The Major is a compelling blend of biography and memoir, in which the author traces Langlands' life from impoverished beginnings through his long career as a pioneering teacher in a lawless mountain region of Pakistan on the Afghan border. In 2012, the New York Times described him as \"the quintessential Englishman of old, a living relic of the Raj.\" But \"the Major\" was much more than a vestige of a bygone era. In the Chitral region, he was the first to provide quality education to young women, a British Christian who persuaded conservative Muslim parents to trust him to educate their daughters.\u003c\/p\u003e","brand":"ACADEMICA PRESS","offers":[{"title":"Default Title","offer_id":45992722006068,"sku":"9781680534603","price":231.0,"currency_code":"AUD","in_stock":true}]},{"product_id":"9781036011062","title":"Pupil Book Study: Writing","description":"\u003cp\u003ePupil Book Study: Writing is an evidence-led framework for supporting schools in evaluating the impact of their Writing curriculum. Building on the global success of the original Pupil Book Study frameworks, this publication will explore the complex nuances of how to get children writing effectively.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eWriting is widely acknowledged as one of the most cognitively demanding aspects of the curriculum and leaders have sought for many years to balance the competing demands the subject. Pupil Book Study: Writing guides teachers and leaders to examine each facet of the writing process through a research-informed lens to help them understand how well their provision is serving their children.\u003cbr\u003e\u003cbr\u003eThis approach allows us valuable insights into the lived experience of our curricula models, shining a light on how well learning endures. If you are looking for a more meaningful approach to monitoring and evaluation that puts children at the centre of the process, Pupil Book Study: Writing is for you.\u003c\/p\u003e\u003cbr\u003e","brand":"HACHETTE LEARNING","offers":[{"title":"Default Title","offer_id":45993646784564,"sku":"9781036011062","price":41.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781036011062.jpg?v=1785622631"},{"product_id":"9781036008482","title":"Ready to Teach","description":"\u003cp\u003eThis book brings together the deep subject knowledge, resources and classroom strategies needed to teach J. B. Priestleys famous play for GCSE, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact. With fresh approaches building on the success of the Ready to Teach series, each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice. The book also offers an introduction to the key pedagogical concepts which underpin the lessons and why they are proven to help students develop powerful knowledge and key skills. Whether you are new to teaching or looking for different ways into the text, \u003cem\u003eReady to Teach: An Inspector Calls\u003c\/em\u003e is the ideal companion to the study of this 20th century classic.\u003c\/p\u003e\u003cbr\u003e","brand":"JOHN CATT EDUCATIONAL","offers":[{"title":"Default Title","offer_id":46670148075572,"sku":"9781036008482","price":44.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781036008482.jpg?v=1786141024"},{"product_id":"9798895570159","title":"Transforming College Teaching Evaluation","description":"\u003cp\u003eAn impactful approach to teaching assessment that boosts teaching practice while ensuring student success     More effective learning goes hand-in-hand with a commitment to instructional excellence, but institutional approaches to instructor evaluation often fall short in assessing quality. In Transforming College Teaching Evaluation, Ann E. Austin, Noah D. Finkelstein, Andrea Follmer Greenhoot, Doug Ward, and Gabriela Cornejo Weaver propose a thorough reform of teaching evaluation that strengthens teaching and learning processes, enriches faculty practice, and enhances the institutional culture of teaching and learning for long-term success.     This work understands that the academic department is the basic unit of change in a college and to truly transform teaching evaluation, department-level, college-level, and central institutional efforts must link together to drive reform. Leveraging data from the seven-year TEval study conducted at University of Colorado Boulder, University of Kansas, and University of Massachusetts, Amherst, the authors introduce a model for high-quality teaching evaluation that considers seven dimensions of educational practice, spanning the full array of teaching activities inside and out of the classroom. This framework incorporates a constellation of evaluative tools and data, such as faculty self-report, external reviews, and student surveys, and different approaches to evaluation that leaders can adapt to institutional needs.     For administrators and educators seeking to advance modern teaching practices and fair teaching evaluation, this book provides a robust plan for reorienting the faculty reward system toward excellence.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":46857539485748,"sku":"9798895570159","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570159.jpg?v=1782647657"},{"product_id":"9781681258300","title":"Responding to School Crisis","description":"\u003cp\u003eIn an era of multiple complex crises, every K-12 school needs a team that’s fully prepared to take immediate action after traumatic events, deaths, and other major losses. This practical planning guide empowers school administrators and leaders to build, train, and sustain highly effective school crisis teams.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eDeveloped by an author team with decades of experience—including David Schonfeld, the country’s go-to authority on responding to school crisis—this urgently needed book wraps everything leaders need to know and do into one accessible, comprehensive package. Readers will get critical information on the need for school crisis preparedness, the nuts and bolts of establishing and strengthening efficient crisis teams, and best practices and strategies for responding to different types of school crisis.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eA school leader’s ultimate guide to proactive preparation, this book will help new and existing crisis teams respond quickly after traumatic events and loss and ensure the physical, social, and emotional wellbeing of students, staff, and the community.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eLEARN HOW TO:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eApply seven guiding principles for building a strong school crisis team and crisis response plan\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eImplement the authors’ effective school crisis response model used in thousands of schools nationwide\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eReduce the negative impacts of crisis events and support healing and recovery\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eEstablish and train a crisis team that’s equipped to respond at any time\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eUse an adaptable checklist of actions for your team to take after a crisis\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eDesign and implement tabletop exercises and drills that will strengthen preparedness without overwhelming participants\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMake appropriate decisions about memorialization and commemoration\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eProvide effective staff support and professional self-care in the aftermath of a crisis involving traumatic exposure and deaths\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":46857545154612,"sku":"9781681258300","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781681258300.jpg?v=1782630112"},{"product_id":"9781681257433","title":"An Educator's Guide to AAC","description":"\u003cp\u003eTo support communication and language for K-12 students who use AAC, educators need \u003cstrong\u003epractical, evidence-based strategies \u003c\/strong\u003ethey can readily implement in the classroom. That’s what they’ll find in this authoritative guidebook, an ideal professional development resource for special educators and other service providers working with \u003cstrong\u003estudents who are non- or minimally speaking\u003c\/strong\u003e.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eCreated by AAC pioneer Howard Shane and speech-language pathologist Leigh Anne White, this is the educator’s definitive guide to understanding AAC and improving outcomes for students who use these tools. Inclusive educators, paraprofessionals, and other service providers will learn best practices for leveraging AAC to boost their students’ expressive and receptive communication and language learning competence, with care and respect for each learner’s individual strengths and differences. With a balance of background information and actionable strategies, this book will prepare educators to nurture language and communication skills—and improve quality of life—for students with significant communication needs.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eREADERS WILL:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eReview the \u003cstrong\u003eseven pragmatic functions\u003c\/strong\u003e of communication\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eExplore the \u003cstrong\u003eimpact of various disabilities\u003c\/strong\u003e on communication\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eLearn principles and practices of \u003cstrong\u003ecommunication and language assessment\u003c\/strong\u003e for learners who are non- or minimally speaking\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eGet expert guidance on successfully applying \u003cstrong\u003eeducational and therapeutic interventions\u003c\/strong\u003e in the classroom\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMaster a \u003cstrong\u003ethree-part framework for using visuals \u003c\/strong\u003eto support students’ comprehension, enhance their language expression, and help them plan and organize learning tasks\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eDiscover tips and strategies for creating a\u003cstrong\u003e communication-friendly classroom\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eLeverage \u003cstrong\u003eAI as a time-saving helpmate\u003c\/strong\u003e to create intervention plans and materials, so that educators can focus more on working with students\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":46857545351220,"sku":"9781681257433","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781681257433.jpg?v=1782649614"},{"product_id":"9781036010683","title":"Teacher Hacks: Geography","description":"\u003cp\u003eUnlock the secrets to effective teaching with \"Teacher Hacks,\" an essential book series for educators dedicated to mastering the art of instruction. In this book, Alistair Hamill zooms in on the most challenging concepts in Geography, providing innovative, research-backed strategies to demystify and demonstrate how to approach them in your classroom. Perfect for both new and experienced teachers, this series is your go-to guide for enhancing student understanding and fostering a passion for learning. Elevate your teaching, inspire your students, and make learning easier with \"Teacher Hacks.\"\u003c\/p\u003e\u003cbr\u003e","brand":"HACHETTE LEARNING","offers":[{"title":"Default Title","offer_id":46977981481012,"sku":"9781036010683","price":35.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781036010683.jpg?v=1783981622"},{"product_id":"9781036010676","title":"Teacher Hacks: English","description":"\u003cp\u003eUnlock the secrets to effective teaching with \"Teacher Hacks,\" an essential book series for educators dedicated to mastering the art of instruction. In this book, Haili Hughes and Stuart Pryce zoom in on the most challenging concepts in English providing innovative, research-backed strategies to demystify and demonstrate how to approach them in your classroom. Perfect for both new and experienced teachers, this series is your go-to guide for enhancing student understanding and fostering a passion for learning. Elevate your teaching, inspire your students, and make learning easier with \"Teacher Hacks.\"\u003c\/p\u003e\u003cbr\u003e","brand":"HACHETTE LEARNING","offers":[{"title":"Default Title","offer_id":46977981513780,"sku":"9781036010676","price":35.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781036010676.jpg?v=1786486537"},{"product_id":"9781464822032","title":"Digital Skills for Africa","description":"\u003cp\u003eSub-Saharan Africa (SSA) must act to prepare its large youth population for the digital age. This report advocates a dual-track strategy: ensuring universal digital literacy while also accelerating advanced digital skills development through coordinated action from governments, educational institutions, industry, and development organizations.\u003c\/p\u003e","brand":"WORLD BANK GROUP PUBLICATIONS","offers":[{"title":"Default Title","offer_id":46985384198196,"sku":"9781464822032","price":102.0,"currency_code":"AUD","in_stock":true}]},{"product_id":"9781464822018","title":"From Prospective to Prepared Teacher","description":"\u003cp\u003eInitial teacher education is the first stage in teachers' career-long professional development. This report analyzes how primary school teachers are prepared across the world and identifies lessons and guiding principles that can help improve the quality of teacher preparation mechanisms.\u003c\/p\u003e","brand":"WORLD BANK GROUP PUBLICATIONS","offers":[{"title":"Default Title","offer_id":46985391243316,"sku":"9781464822018","price":102.0,"currency_code":"AUD","in_stock":true}]},{"product_id":"9781975503161","title":"An Introduction to Critical Autoethnography and Education","description":"\u003cp\u003eAn Introduction to Critical Autoethnography and Education: The Vulnerable Researcher examines the practice of critical autoethnography, which combines critical pedagogy, autoethnography, and often, critical ethnography, as a research methodology for conducting research in vulnerable communities without establishing hierarchical systems. Researchers who work collaboratively with participants in these communities can provide a means for often-unheard voices to reach wider audiences.  Researchers function as collaborators\/participants in the research, asking themselves the same questions they ask the other participants in the research. This methodology requires reflection and introspection, as researchers examine the Self and the complexities of their cultural perspectives, whether visible or invisible, hidden beneath layers of socially constructed beliefs and behaviors. This interrogation and problematization of words and actions surpasses chronological and supposedly objective recounting of autobiography, leading to a deep understanding of the sociocultural, socioeconomic, political, and historical beliefs that created their ways of understanding and navigating the world. Traditional research situates researchers as experts. Pushing against existing norms, critical autoethnography negates hierarchical thinking, believing all collaborators co-construct equally valuable knowledge and meaning.  Accessible to diverse audiences, this book would be appropriate in graduate qualitative methods or foundations courses, at introductory or advanced levels. It would also be a good addition to any undergraduate courses preparing students to conduct research in vulnerable communities.\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":46985444098100,"sku":"9781975503161","price":94.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975503161.jpg?v=1782649708"},{"product_id":"9781975507251","title":"A Preface to Educational Decision-Making","description":"\u003cp\u003eIn these times, decisions large and small can have important consequences for educators. Everything from daily curricular choices and interpersonal encounters to long-term educational aims and approaches to educator-client relations is up for careful decision-making. While not every professional decision requires careful preparation and defense, more than ever, in our increasingly polarized, distrustful, and argumentative world, many more than we might anticipate do. How should educators prepare to make careful, defensible public decisions affecting their students and themselves? An important part of that preparation involves training in a range of logical and interpersonal abilities that come before and help to make good educational decisions. A Preface to Educational Decision-Making is aimed at describing those abilities, illustrating their professional uses, and providing a starting point for increasing educators' practical skills in applying them.     What are these abilities? For the most part, they involve common-sense attention to the ways that educators can become clearer about the nature of actual decisions they are asked to make, and aware of what must be done to make those decisions ones that all concerned can recognize as reasonable and as logically presented, even if not universally agreeable. In short, these are factors that provide, for decision-makers and their audiences, a preface to decisions that matter to those who make them and to those affected by them. A most important, though widely ignored set of those abilities center on making the nature of particular decisions clear to all concerned. Those abilities involve becoming sensitive to the ways such decisions can become or can be made to be unclear. In the give and take of public educational decision-making processes, bad decisions are often, even usually begin with confusion over what is to be decided and over what is proposed as the decision to make. The ability to get clarification, and the habit of clarifying before committing are crucial to good decision-making. A second set of preparatory abilities involve recognizing what must be done to actually decide what is true and\/or advisable, as part of a decision at hand. Making what is recognized as a reasonable and well-reasoned decision depends in large part on applying those abilities clearly and often publicly.     These two large sets of abilities are crucially connected. Making clear to oneself and to others what is to be decided is part and parcel of becoming aware of how to decide an issue at hand. This book works to explain the connections and to describe the order of their application. While most of these abilities have been described in other texts on what is usually called \"informal logic,\" A Preface to Educational Decision-Making is especially concerned with the sorts of decision that educators are called on to make in their professional lives. Moreover, this book widens the range of abilities to clarify and support professional decisions beyond what is usually discussed. The sections on educational speech acts and on deciding what to call true or advisable provide useful additions to educators' repertoire of decision-making abilities. Finally, the discussion of interpersonal factors in public decision-making offers useful guides to reaching decisions with other educators and with clients.\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":46985444786228,"sku":"9781975507251","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975507251.jpg?v=1782649711"},{"product_id":"9781648433771","title":"Advancing Excellence","description":"\u003cp\u003eFrom its post-Civil War beginnings as a land-grant institution, Texas A\u0026amp;M has become a place where great minds are cultivated, nurtured, and given free rein. It is in that spirit that a center was established on campus to enhance excellence through the exchange of ideas and collaboration with the world's finest scholars, researchers, and industry leaders. That goal, cultivated in large part by the university's Vision 2020 aspirational plan launched in 1997, eventually took shape as the Texas A\u0026amp;M University Hagler Institute for Advanced Study.   Building on this enhanced base to continue the momentum toward Vision 2020's first imperative of \"elevating the faculty and their teaching, research, and scholarship,\" the Hagler Institute brings outstanding senior scholars to the Texas A\u0026amp;M campus on a temporary basis. The institute thus enhances research productivity among the faculty and enriches the educational experience for students. These top visiting scholars contribute new research ideas, engage in collaborative research, provide mentoring for younger faculty, and contribute to the development of inspired graduate students.   Providing a catalyst for high-quality, innovative research across the multiple disciplines represented in the university, the Hagler Institute continues to enhance the intellectual climate of the university in multiple ways. By affording faculty and students the perspectives of Nobel laureates and winners of various awards from national academies, the Hagler Institute continues to reflect the vision of its founding director, John Junkins, enhancing the academic reputation and innovative leadership of Texas A\u0026amp;M University.\u003c\/p\u003e","brand":"TEXAS A\u0026M UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47003431305268,"sku":"9781648433771","price":92.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781648433771.jpg?v=1782646881"},{"product_id":"9781785837654","title":"Adaptive Teaching","description":"\u003cp\u003eBy focusing less on labels and more on cognitive load, executive functioning and working memory and communication, the reader is equipped to cater for the needs of pupils with SEND in much more productive and sensitive ways. Rather than seeing the children as the barrier, this approach encourages teachers to understand the barriers that they are faced with, and this shift in perspective makes adaptive teaching feel achievable and transformative. Structured around four key areas (culture, brains, teaching and curriculum), this book connects theory to practice with clarity and purpose.Adaptive teaching is not about adding more to a teachers workload. Its about refining what we already know works, using pragmatic teaching and learning strategies and pupil-centred practice with greater care and intentionality. It means teaching to the margins and enabling pupils with additional needs to flourish, feeling a part of (rather than outside) our classroom culture.Suitable for teachers and school leaders working in mainstream education, as well as special school or alternative provision staff.\u003c\/p\u003e\u003cbr\u003e","brand":"CROWN HOUSE PUBLISHING","offers":[{"title":"Default Title","offer_id":47013444583476,"sku":"9781785837654","price":60.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781785837654.jpg?v=1785622631"},{"product_id":"9780807787328","title":"Resisting Antiblackness in Education","description":"\u003cp\u003eCentered on the vibrancy of Black culture, this book offers an antiracist pedagogical framework for engaging Black youth in educational and community settings.  Resisting Antiblackness in Education refuses the logics of antiblackness that permeate societal and educational structures and, instead, offers an antiracist counter-logic rooted in the aesthetics of Black youth-a historical and ongoing form of cultural expression and perception.  Blending Black studies with critical educational theory, the author offers both a reflective and practical guide to help educators, researchers, community workers, families, and activists engage with Black youth aesthetics in ontologically restorative ways. Through memoir, aesthetic history, cultural critique, and case studies from a decade of research, readers are reoriented toward a pedagogy born from the social, psychic, and material lives of Black urban youth. Going beyond theory, this book includes actions, activities, and reflection questions that can be implemented directly in K-12 classrooms and other educational contexts.  Resisting Antiblackness in Education is a call to embrace an educational approach that is both intellectually stimulating and practically grounded, a critical and creative catalyst in the fight for Black youth and communities everywhere.  Book Features:     Offers a tangible antiracist pedagogical framework for engaging with Black youth in educational and community settings, including content unit designs, lesson plans, projects, school or community initiatives, family activities, and more.  Blends research with personal narrative, along with aesthetic artifacts of youth (e.g., collages, poetry, paintings, clay sculptures, art, public service announcements) to contextualize the pedagogical theory. Connects to Black aesthetic history to give readers an immersive experience so they are better prepared to execute the pedagogy, including many prompts to engage in self-reflection throughout the text. Focuses on youth voice to empower students, and all those committed to uplifting students, by recognizing their agency and cultural contributions and challenging traditional models of education that prioritize one-directional knowledge dissemination. Provides a broad context of anti-Black oppression that highlights the United States but also discussing antiblackness globally, inviting readers to engage with the text from their unique vantage points.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47076569808948,"sku":"9780807787328","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807787328.jpg?v=1782650191"},{"product_id":"9780807787335","title":"Resisting Antiblackness in Education","description":"\u003cp\u003eCentered on the vibrancy of Black culture, this book offers an antiracist pedagogical framework for engaging Black youth in educational and community settings.  Resisting Antiblackness in Education refuses the logics of antiblackness that permeate societal and educational structures and, instead, offers an antiracist counter-logic rooted in the aesthetics of Black youth-a historical and ongoing form of cultural expression and perception.  Blending Black studies with critical educational theory, the author offers both a reflective and practical guide to help educators, researchers, community workers, families, and activists engage with Black youth aesthetics in ontologically restorative ways. Through memoir, aesthetic history, cultural critique, and case studies from a decade of research, readers are reoriented toward a pedagogy born from the social, psychic, and material lives of Black urban youth. Going beyond theory, this book includes actions, activities, and reflection questions that can be implemented directly in K-12 classrooms and other educational contexts.  Resisting Antiblackness in Education is a call to embrace an educational approach that is both intellectually stimulating and practically grounded, a critical and creative catalyst in the fight for Black youth and communities everywhere.  Book Features:     Offers a tangible antiracist pedagogical framework for engaging with Black youth in educational and community settings, including content unit designs, lesson plans, projects, school or community initiatives, family activities, and more.  Blends research with personal narrative, along with aesthetic artifacts of youth (e.g., collages, poetry, paintings, clay sculptures, art, public service announcements) to contextualize the pedagogical theory. Connects to Black aesthetic history to give readers an immersive experience so they are better prepared to execute the pedagogy, including many prompts to engage in self-reflection throughout the text. Focuses on youth voice to empower students, and all those committed to uplifting students, by recognizing their agency and cultural contributions and challenging traditional models of education that prioritize one-directional knowledge dissemination. Provides a broad context of anti-Black oppression that highlights the United States but also discussing antiblackness globally, inviting readers to engage with the text from their unique vantage points.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47076569907252,"sku":"9780807787335","price":326.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807787335.jpg?v=1782650192"},{"product_id":"9781036209551","title":"Primary Teaching 3\/e","description":"\u003cp\u003ePrimary teaching is challenging and rewarding in equal measure.  Schools are diverse and ever-changing communities where children and teachers learn alongside each other.  When learning to teach, practical experience in the classroom is essential, as is learning from others and being able to reflect on your own learning and performance.  Equally important is the ability to critically evaluate learning and teaching and to look at current practice in schools and in the UK and to question it.  In fact, in teacher training, the questions are just as important as the answers:    What is teaching?  How do children learn?  What is pedagogy?  Does curriculum really matter?    Should teachers 'manage' behaviour?    How do I support children with SEND?  What can AI tools do for teachers?    This core text from Learning Matters tackles these questions and more. It poses questions to encourage a re-thinking of the world of schools and learning.  It challenges trainee teachers to ask why, to engage with research and and to reflect on their own practice and the practice in their placement schools.     Primary Teaching is a core text for trainee teachers.\u003c\/p\u003e","brand":"SAGE PUBLICATIONS","offers":[{"title":"Default Title","offer_id":47076605231156,"sku":"9781036209551","price":255.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781036209551.jpg?v=1782650341"},{"product_id":"9781503640450","title":"California School Law 4\/e","description":"\u003cp\u003eAn invaluable, comprehensive resource for the vibrant and ever-evolving landscape of education law.   California School Law provides an accessible, comprehensive source for the latest law and policy in this rapidly changing and critical field. Earlier editions of the book, authored by Frank Kemerer and Peter Sansom, have become coveted desktop references for administrators, governing board members, education attorneys, union leaders, and policymakers. In this updated and expanded fourth edition, Dean T. Adams and Margaret A. Dalton bring this analysis up to the present, including examining California's often unique state law as well as applicable federal law, and exploring how they combine to affect the day-to-day operation of the state's traditional public, charter, and private schools.   Beginning with an explanation of the legal framework for California schooling, the book moves quickly to examine important areas of law including curriculum, teacher and student rights of expression, religion in the public school setting, racial and gender discrimination, students with disabilities, student discipline, privacy, search and seizure, and legal liability in both state and federal court. Also included are chapters on unions and collective bargaining, employment, and educational finance issues.    Law never stands still and is proceeding at a record pace in education. This book is an invaluable tool for readers who wish to obtain a working knowledge of this extensive area of education law.\u003c\/p\u003e","brand":"STANFORD UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47076612800564,"sku":"9781503640450","price":341.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781503640450.jpg?v=1784067996"},{"product_id":"9781503644366","title":"California School Law 4\/e","description":"\u003cp\u003eAn invaluable, comprehensive resource for the vibrant and ever-evolving landscape of education law.   California School Law provides an accessible, comprehensive source for the latest law and policy in this rapidly changing and critical field. Earlier editions of the book, authored by Frank Kemerer and Peter Sansom, have become coveted desktop references for administrators, governing board members, education attorneys, union leaders, and policymakers. In this updated and expanded fourth edition, Dean T. Adams and Margaret A. Dalton bring this analysis up to the present, including examining California's often unique state law as well as applicable federal law, and exploring how they combine to affect the day-to-day operation of the state's traditional public, charter, and private schools.   Beginning with an explanation of the legal framework for California schooling, the book moves quickly to examine important areas of law including curriculum, teacher and student rights of expression, religion in the public school setting, racial and gender discrimination, students with disabilities, student discipline, privacy, search and seizure, and legal liability in both state and federal court. Also included are chapters on unions and collective bargaining, employment, and educational finance issues.    Law never stands still and is proceeding at a record pace in education. This book is an invaluable tool for readers who wish to obtain a working knowledge of this extensive area of education law.\u003c\/p\u003e","brand":"STANFORD UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47076614996020,"sku":"9781503644366","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781503644366.jpg?v=1784067997"},{"product_id":"9781603297165","title":"Teaching with Science Writing in the Humanities Classroom","description":"\u003cp\u003eOptions for teaching science writing in humanities courses     Science writing is an expansive genre that invites collaborations between the humanities and science-not as separate endeavors but as mutually constitutive practices. Engaging with long-standing scholarly conversations in science and technology studies, literature and science, rhetoric, and science communication, the essays in this volume showcase the value of science writing as a mode of cultural analysis, as an object of close reading, and as a foundation for justice-oriented pedagogies. Readers will find practical strategies for teaching science writing in literature, writing, and interdisciplinary classrooms, from general education courses to electives to graduate courses.     This volume also contains discussion of the following authors and works: Adelard of Bath, Quaestiones naturales (Natural Questions); Albertus Magnus, On Animals; Amy Matilda Cassey; Geoffrey Chaucer, Parliament of Fowls; Samuel Taylor Coleridge, The Rime of the Ancient Mariner; Charles Darwin; Lorraine Daston and Peter Galison, Objectivity; Emily Dickinson; Amitav Ghosh, The Hungry Tide; Ibn al-Nafis, Theologus Autodidactus (Self-Taught Theologian); Robin Wall Kimmerer, Braiding Sweetgrass; Jamaica Kincaid, My Garden (Book); Thomas S. Kuhn, The Structure of Scientific Revolutions; Bruno Latour; Marie de France, \"Bisclavret\" (\"The Werewolf\"); Aimee Nezhukumatathil, World of Wonders; Philosophical Transactions of the Royal Society; Britt Rusert, Fugitive Science; C. P. Snow, The Two Cultures; Bram Stoker, Dracula; Emile Zola, L'Assommoir.\u003c\/p\u003e","brand":"MODERN LANGUAGE ASSOCIATION","offers":[{"title":"Default Title","offer_id":47076615094324,"sku":"9781603297165","price":92.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781603297165.jpg?v=1782650402"},{"product_id":"9781531511593","title":"An Honest Living","description":"\u003cp\u003eAn exiled professor's journey from inside and beyond academe  In the summer of 2014, Steven Salaita was fired from a tenured position in American Indian Studies at the University of Illinois for his unwavering stance on Palestinian human rights and other political controversies. A year later, he landed a job in Lebanon, but that, too, ended badly. With no other recourse, Salaita found himself trading his successful academic career for an hourly salaried job. Told primarily from behind the wheel of a school bus-a vantage point from which Salaita explores social anxiety, suburban architecture, political alienation, racial oppression, working-class solidarity, professional malfeasance, and the joy of chauffeuring children to and from school-An Honest Living describes the author's decade of turbulent post-professorial life and his recent return to the lectern.  Steven Salaita was practically born to a life in academia. His father taught physics at an HBCU in southern West Virginia and his earliest memories are of life on campus and the cinder walls of the classroom. It was no surprise that he ended up in the classroom straight after graduate school. Yet three of his university jobs-Virginia Tech, the University of Illinois, and the American University of Beirut [AUB] -ended in public controversy. Shaken by his sudden notoriety and false claims of antisemitism, Salaita found himself driving a school bus to make ends meet. While some considered this just punishment for his anti-Zionist beliefs, Steven found that driving a bus provided him with not just a means to pay the bills but a path toward freedom of thought.  Now ten years later, with a job at American University at Cairo, Salaita reconciles his past with his future. His restlessness has found a home, yet his return to academe is met with the same condition of fugitivity from whence he was expelled: an occasion for defiance, not conciliation. An Honest Living presents an intimate personal narrative of the author's decade of professional joys and travails.\u003c\/p\u003e","brand":"FORDHAM UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47076615192628,"sku":"9781531511593","price":46.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781531511593.jpg?v=1782650405"},{"product_id":"9781603297158","title":"Teaching with Science Writing in the Humanities Classroom","description":"\u003cp\u003eOptions for teaching science writing in humanities courses     Science writing is an expansive genre that invites collaborations between the humanities and science-not as separate endeavors but as mutually constitutive practices. Engaging with long-standing scholarly conversations in science and technology studies, literature and science, rhetoric, and science communication, the essays in this volume showcase the value of science writing as a mode of cultural analysis, as an object of close reading, and as a foundation for justice-oriented pedagogies. Readers will find practical strategies for teaching science writing in literature, writing, and interdisciplinary classrooms, from general education courses to electives to graduate courses.     This volume also contains discussion of the following authors and works: Adelard of Bath, Quaestiones naturales (Natural Questions); Albertus Magnus, On Animals; Amy Matilda Cassey; Geoffrey Chaucer, Parliament of Fowls; Samuel Taylor Coleridge, The Rime of the Ancient Mariner; Charles Darwin; Lorraine Daston and Peter Galison, Objectivity; Emily Dickinson; Amitav Ghosh, The Hungry Tide; Ibn al-Nafis, Theologus Autodidactus (Self-Taught Theologian); Robin Wall Kimmerer, Braiding Sweetgrass; Jamaica Kincaid, My Garden (Book); Thomas S. Kuhn, The Structure of Scientific Revolutions; Bruno Latour; Marie de France, \"Bisclavret\" (\"The Werewolf\"); Aimee Nezhukumatathil, World of Wonders; Philosophical Transactions of the Royal Society; Britt Rusert, Fugitive Science; C. P. Snow, The Two Cultures; Bram Stoker, Dracula; Emile Zola, L'Assommoir.\u003c\/p\u003e","brand":"MODERN LANGUAGE ASSOCIATION","offers":[{"title":"Default Title","offer_id":47076618534964,"sku":"9781603297158","price":231.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781603297158.jpg?v=1782650391"},{"product_id":"9781975509453","title":"Beyond Graduation","description":"\u003cp\u003eTransition planning for students with disabilities is often treated as a procedural task rather than an opportunity to address systemic inequities. Beyond Graduation: Navigating Postsecondary Success for Students with Disabilities reframes postsecondary transition through a justice-centered framework that prioritizes equity, inclusion, and culturally responsive practices. The book examines the current state of transition planning, highlighting disparities in access, employment, and community integration for disabled students, particularly those from marginalized backgrounds. It advocates for early intervention, comprehensive assessments, and individualized goals aligned with each student's strengths and aspirations.     The book explores how race, disability, and socioeconomic status intersect to shape postsecondary experiences, emphasizing the need for equity-centered transition practices that address systemic biases in special education. It critiques traditional definitions of college readiness and advocates for inclusive curriculum design and equitable access to advanced coursework.     Strategies for fostering independence, financial literacy, and self-advocacy are outlined, along with practical recommendations for navigating postsecondary systems and digital spaces. The concluding chapter underscores the importance of accountability, systemic change, and justice-oriented planning that prepares all students to thrive beyond graduation. Designed for educators, practitioners, students, families, educators, and policymakers, this research bridges the gap between policy and practice, offering actionable solutions to empower students with disabilities to achieve success beyond the classroom and into adulthood.     Perfect for courses such as: Foundations of Postsecondary Transition Planning for Students with Disabilities; Equity and Inclusion in College Readiness Programs; Principles of Independent Living and Life Skills Development; Addressing Ableism and Systemic Barriers in Higher Education; Intersectionality and Disability: Navigating Race, Class, and Access; Technology and Access in Postsecondary Education; Advocacy and Self-Determination for Students with Disabilities; Introduction to Special Education; and Exceptional Children\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47076620927028,"sku":"9781975509453","price":106.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975509453.jpg?v=1782650423"},{"product_id":"9781975506865","title":"Moving from Traditional to Transformative Curriculum and Pedagogy","description":"\u003cp\u003eCurriculum and pedagogy are the heartbeat of our schools. They encompass what we do and do not teach-what content and approaches we either choose or are mandated to choose, or leave out or are mandated to leave out. Curriculum entails the overall educational experience of schooling, while pedagogy is the art and craft of teaching-or the translation of curriculum into student knowledge and growth. Hence, curriculum and pedagogy are sociocultural phenomena that impact and are impacted by context (e.g., students, community, colleagues, geography, etc.).     Once upon a time, curriculum and pedagogy were the spaces in which educators could exercise creativity and exploration, reflecting the individual needs of their students and communities. However, as political structures shifted and the standards movement took hold in the late 20th century, freedoms around curriculum and pedagogy began to fade with increased oversight over and standardization of \"best practices\" with greater emphasis placed on performance and efficiency. Pedagogical practices were soon framed around producing results (test scores, graduation rates, measurable learning objectives derived from prescribed state standards), while curriculum became a prescribed structure formatted to reflect state standards with an eye toward test performance. Curriculum and pedagogy were further impeded by hegemonic forces calling for censorship of teaching and curriculum, such as the ban on Ethnic Studies in Tucson, Arizona, and continued attacks on Critical Race Theory nationwide. Further, curriculum became a tool for concealing and\/or silencing the experiences and voices of our diverse students, educators, and communities. The results of these phenomena are teachers feeling uninspired and deprofessionalized and students feeling devalued and unheard-especially marginalized students.     Since curriculum and pedagogy directly impact the experiences of teachers and students, they must be transformed. However, how do we do that within today's tenuous PreK-12 environment? How do we transform curriculum and pedagogy so that they reflect, liberate, and ensure justice for students and educators in preschools, elementary schools, middle schools, high schools and the content areas taught within them? Moving from Traditional to Transformative Curriculum and Pedagogy addresses these challenges by providing clear and direct guidance for current and aspiring educators committed to transforming the status quo in their classrooms and schools.     Innovative and creative methodologies and practices that aspiring and practicing educators can use right away are the primary focus of this book. Because the editors and contributors are former or current PreK-12 practitioners and\/or education scholars, this book is written for a broad educational audience. The editors and contributors provide preservice and practicing teachers entry points for transforming the educational landscape in favor of liberatory, transformative practices in PreK-12 schools across grade levels, content areas, school types, and geographic regions. Additionally, this book is ideal for teacher preparation programs as well as PreK-12 professional development, as this book guides readers through theoretical and empirical discussions, supported by hands-on applications that enable real-time application, and concludes with interactive features, like case studies, extension activities, and discussion prompts.\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47076621746228,"sku":"9781975506865","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975506865.jpg?v=1782650407"},{"product_id":"9798895570425","title":"The Reasons Teachers Stay","description":"\u003cp\u003eA research-based guide uncovering what teachers say keeps them in their schools-and how leaders can sustain them     The Reasons Teachers Stay offers a powerful new perspective on the urgent issue of teacher retention. While national headlines focus on why so many teachers leave, Douglas B. Larkin and Suzanne Poole Patzelt flip the question to ask: What makes teachers stay? Larkin and Patzelt's findings can inform the practice of administrators, school leaders, and teachers in creating supportive work environments within K-12 school districts.     Drawing on a six-year longitudinal study of US schools, districts, and communities with high rates of teacher retention, the work reveals that sustaining effective teachers in their jobs requires more than just a satisfactory working environment and incentives. Larkin and Patzelt find that teachers are retained when an interrelated set of conditions, including a manageable teaching load, a degree of autonomy, adequate compensation, and supportive relationships with colleagues, are in place to meet their needs. They present their findings using the teacher embeddedness framework to show how fit, interpersonal connections, and school-based\/community assets matter more than previously understood.     Engaging case studies and interviews with teachers and administrators throughout the book illustrate these concepts in action. The work ends with practical recommendations to enact key tenets of the framework in schools, such as establishing mentorship and induction programs; fostering teacher agency, autonomy, and protection; and providing strong support for teachers of color.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47076622434356,"sku":"9798895570425","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570425.jpg?v=1782650407"},{"product_id":"9798895570487","title":"Readiness","description":"\u003cp\u003eAn enlightening overview of how early childhood education and care works in the United States and practical steps for how the systems of delivery might be improved \t  \t  \tIn Readiness, Elliot Regenstein dives into how states oversee publicly funded early childhood services. While early education and care have increasingly been treated as a public good, families still struggle to find the services they need. This book looks at the states seeking to develop coherent systems from a mix of care and education programs, highlighting successes achieved to date and laying out the challenges ahead. It is an insider's guide to who makes which decisions in state early childhood systems-and how those decisions get made.   Regenstein looks at the capacity states have to manage their systems, and how they have worked to reorient their capacity over time to better serve families with young children. He looks at how states have supported community-level leadership, including how early childhood providers have sought to work with public schools. The book highlights the information gaps that have plagued state and local leaders, and some of the growing efforts to close those gaps. It also examines the advocates and philanthropists whose work has a major influence on state policy.   Regenstein provides examples of how states have unified governance, strengthened community capacity, and upgraded data collection and delivery to respond to the needs of families and communities. He recommends next steps for policymakers in state and local government, advocates, and philanthropists to bring about positive change to achieve aligned, well-funded early childhood care services.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47076622532660,"sku":"9798895570487","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570487.jpg?v=1782650408"},{"product_id":"9798895570517","title":"Educating Multilingual Learners 2\/e","description":"\u003cp\u003eAn updated edition offering a framework of best practices for the K-12 educators of the 5.3 million US students who are multilingual language learners   In this wholly updated second edition of Educating Multilingual Learners, the authors streamline their easy-to-use protocols for teachers of multilingual learners so that they apply to students who are learning through any new language in any PreK-12 classroom context. \t  \t  \tThe authors present the new, teacher-friendly Teaching All Subjects, Language, and Literacy (TASLL) Framework that can be implemented flexibly to meet the needs of multilingual learners in the classroom. Drawing from the latest research and culturally relevant pedagogy, this new edition illuminates for teachers why and how to use the full linguistic repertoire of multilingual learners. It also encourages a collaborative approach to classroom instruction, recommending simple first steps to educator partnerships. \t  \t  \tThroughout the book, the authors return to four case study students of different ages, backgrounds, and levels of language proficiency to show the TASLL Framework in action. Pre-service and in-service teachers will find this an invaluable resource for classroom teaching of multilingual language learners.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47076622925876,"sku":"9798895570517","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570517.jpg?v=1782650408"},{"product_id":"9781421454702","title":"Peak Higher Ed","description":"\u003cp\u003eMapping out the strategic future of higher education.  Over the past decade, American colleges and universities have seen enrollment decline, campuses close , programs cut, faculty and staff laid off, and public confidence erode. In Peak Higher Ed, futurist Bryan Alexander forecasts what the next decade might hold if we continue down this path. He argues that the United States has passed its high-water mark for postsecondary education and now faces a critical turning point. How will higher ed institutions respond to this wave of change and crisis?  Combining data-driven research with scenario modeling, Alexander outlines a powerful framework for understanding what led to this moment: declining birthrates, surging student debt, rising tuition, shifting political winds, and growing skepticism about the value of a college degree. He maps out how these forces, if left unchecked, could continue to reshape academia by shrinking its footprint, narrowing its mission, and jeopardizing its role in addressing the planet's most pressing challenges, from climate change to artificial intelligence. Alexander explores how institutions might adapt or recover, presenting two possible futures: a path of managed descent and a more hopeful course of reinvention.  Peak Higher Ed examines the fraying of the \"college for all\" consensus, the long shadow of pandemic-era disruptions, and the political polarization that has placed universities in the crosshairs. Written for educators, policymakers, students, and anyone invested in the future of higher learning, this book offers a deeply informed, unflinching look at the road ahead and the choices that will determine whether colleges and universities retreat from their peak or rise to a new one.\u003c\/p\u003e","brand":"JOHNS HOPKINS UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47093426323508,"sku":"9781421454702","price":76.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781421454702.jpg?v=1782649963"},{"product_id":"9798895570548","title":"Segregation and School Funding","description":"\u003cp\u003eAn expert examination of district-level segregation and wealth gaps shapes an original, ambitious policy agenda to end K-12 funding inequity and create a truly fair public school system  More than seventy years after Brown v. Board of Education promised equal educational opportunities for students of color, US public schools remain stubbornly segregated, with large gaps persisting in the adequacy of K-12 funding by race and income. In Segregation and School Funding, Matthew Di Carlo and Bruce D. Baker reveal the cycle that keeps resource-starved schools at a perpetual disadvantage and show how to break it.  By pulling back the curtain on the disparate financial situation of schools within metro areas through an original analysis of district cost data nationwide, Di Carlo and Baker show that schools in higher-poverty, disproportionately Black and Hispanic districts must spend more than their lower-poverty, whiter counterparts to achieve the same outcomes. This segregation-fueled disconnect between what districts need and what they actually get perpetuates unequal student outcomes, which reinforce segregation and inequality, within and even between generations.  The good news is that much of the policy infrastructure to disrupt this cycle is already in place. Through a targeted mix of educational and K-12 financial policy reforms at the state and federal level, Di Carlo and Baker argue that we already have the means to dismantle once and for all the self-reinforcing mechanisms that perpetuate a racially discriminatory status quo. Their agenda brings long-struggling schools closer to resource equity and creates an education system where all students-no matter whether they are white or Black, rich or poor-receive the education they deserve.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47093428846644,"sku":"9798895570548","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570548.jpg?v=1782649989"},{"product_id":"9798895570395","title":"Beyond Bad Apples","description":"\u003cp\u003eA measured appraisal of police presence in public schools and advice for educators who teach in these systems     In Beyond Bad Apples, Hannah Carson Baggett addresses the widespread presence of police in K-12 schools in the United States and provides essential guidance for educators who teach in policed environments. Baggett's work helps fill in a glaring gap in teacher education, offering preservice and practicing teachers and administrators a set of skills, strategies, and practices that can help them navigate police-staffed schools to advocate for their students.     Applying a critical eye to what is now a billion-dollar industry, Baggett gives a historical overview of policing in schools, deftly underscoring the systemic issues and policies that have invited police and school resource officers into public schools, all in the name of student safety. Calling on student and teacher voices, she demonstrates how in-school policing is harmful, including racial injustice, youth criminalization, and police violence as well as a culture of surveillance and deficit thinking. In a carceral society, she argues, police involvement shapes the school-prison nexus.     An advocate for abolition, Baggett calls for police-free schools. This urgently necessary work invites readers to reimagine school safety. In support of this mindset shift, each chapter features prompts to encourage educators to reflect on their own experiences, reevaluate disciplinary policies and procedure, and explore other forms of accountability and safety without policing.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47093433958452,"sku":"9798895570395","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570395.jpg?v=1782649983"},{"product_id":"9781462559657","title":"Differentiated Literacy Instruction in Grades 6-8","description":"\u003cp\u003eFilling a vital need for grades 6-8 educators, this practical guide presents a field-tested framework for promoting students reading, writing, and collaborative learning in the middle school years. The expert authors describe ways to scaffold the development of content knowledge and core literacy skills using challenging, full-length anchor texts and connected text sets. They provide specific differentiation strategies and instructional routines, all emphasizing culturally responsive practice. Teachers see how students with varying support needs can engage productively in lessons focused on reading, discussion, grammar and language, writing, and research. In a convenient large-size format, the book includes links to two complete lesson modules, numerous \"Try It Yourself!\" activities for teachers, and 19 reproducible\/downloadable forms.\u003c\/p\u003e\u003cbr\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":47104363233332,"sku":"9781462559657","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781462559657.jpg?v=1782650463"},{"product_id":"9781492593751","title":"Therapeutic Recreation Leadership and Programming 2\/e","description":"\u003cp\u003eEquip students with the knowledge and tools to engage in therapeutic recreation.  Therapeutic Recreation Leadership and Programming, Second Edition,  is the only textbook that places leadership at the core of therapeutic recreation (TR) programming. It conveys the synergy between the roles of therapist and recreation specialist--two interconnected functions that promote personal growth and create meaningful leisure experiences for clients.  This second edition aims to equip students with a comprehensive framework for carrying out daily responsibilities in therapeutic recreation, guided by the highest ethical standards, risk management practices, and cultural considerations.  Incorporating the latest research from leading researchers worldwide, along with current regulations, legal mandates, and updated standards of practice, the second edition includes all-new chapters that detail the four steps of the TR process and offer practical guidance on promoting the profession through grants, marketing, and advocacy.  Additional new content featured in the second edition includes the following:     A chapter on balanced programming, helping specialists better understand how to address the needs of diverse client populations in various settings Separate chapters dedicated to the therapeutic recreation process and promoting the profession A section on societal innovations affecting program planning, the spiritual domain, and trauma-informed care Suggestions for a therapeutic recreation toolkit, including arts, cognitively oriented programs, health programs, nature-oriented programs, and social activities, to engage clients in meaningful and productive actions to reach their personal goals.  Additional features--including chapter objectives, sidebars, case studies, and new chapter wrap-ups--make Therapeutic Recreation Leadership and Programming a more approachable and engaging read for students and a helpful reference for those pursuing the Certified Therapeutic Recreation Specialist (CTRS) designation. Part I sets the stage for the practitioner to design and deliver TR programs. Included are core values and principles underlying TR practice and the components of 10 models for TR program design. Part II examines clients, programs, and methods through which students learn to match the needs of clients with the appropriate programs and select strategies to facilitate the achievement of predetermined client outcomes. Part III covers leading group and individual TR programs, advocating for and marketing TR services, and pursuing professional leadership opportunities.  Inspire students with the power and positivity of therapeutic recreation through Therapeutic Recreation Leadership and Programming, Second Edition.\u003c\/p\u003e","brand":"HUMAN KINETICS","offers":[{"title":"Default Title","offer_id":47164001517620,"sku":"9781492593751","price":233.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781492593751.jpg?v=1782650730"},{"product_id":"9798895570593","title":"Getting Real About Sex Ed","description":"\u003cp\u003eA clear, practical approach for K-12 educators to teach crucial life skills, concepts essential to healthy sexuality, and the capacity for meaningful relationships     In Getting Real About Sex Ed, Shafia Zaloom offers educators, administrators, and caregiving adults concrete language and strategies for integrating sexuality education into daily practice, beginning with students in kindergarten and carrying through to high school graduation. Zaloom advocates Comprehensive Sexuality Education (CSE), a holistic framework for K-12 classrooms that addresses the cognitive, emotional, social, and physical aspects of sexuality. The book highlights how CSE scaffolds the sexual development of students as it gradually layers in age-appropriate information, skills, and positive values to practice and prepare for safe and fulfilling relationships, as well as how students can take responsibility for their own sexual health and well-being.     Zaloom draws on the latest research and presents real-world scenarios from classrooms across the country that all educators face in developing students' personal citizenship. With warmth, empathy, and insight, she guides teachers beyond the classroom to the in-between moments of educational spaces: the lunchroom, playground, hallways, and transition periods. She models how educators can deliver developmentally appropriate lessons across grades to inspire personal reflection, integrity, and the capacity to connect with others in community.     In this vital, actionable work, Zaloom ultimately shows how a comprehensive approach to teaching sexuality education equips young people with life skills they need to cultivate mutual respect, care, dignity, and joy in sustained relationships, whether sexual or not, and contribute to a compassionate and just society.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164009119796,"sku":"9798895570593","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570593.jpg?v=1782650740"},{"product_id":"9798895570692","title":"Leading for Refugees and Newcomers","description":"\u003cp\u003eA collection of case studies from K-12 schools that show the many ways in which school leaders and practitioners can support newcomer students  In Leading for Refugees and Newcomers, editors Emily R. Crawford, Bryan Mann, Meredith Bittel, and Ryan Rumpf present a series of vividly-drawn, real-world case studies that illustrate how K-12 schools can effectively support their vulnerable populations of immigrant, migrant, and refugee students in a time when shifting immigration policy foments fear and uncertainty. Each case underscores how school leadership holds a critical position for helping transition newcomer students and families into US public schools and communities.  This rich and timely collection assists K-12 educational leaders and practitioners in addressing the social, cultural, and educational obstacles that these newcomer students and their families face. The authors use case studies that cover three key areas-within-school and classroom considerations; policy and administration concerns; and engagement of school partners, communities, and families-along with related analyses and questions for discussion and reflection to prepare practitioners to meet the unique needs of newcomer students. They provide essential insights into issues such as legal background, best practices for linguistic education and building student-teacher relationships, as well as suggestions for resources and networks that can help.  Through ethical, research-based, and equity-minded strategies and actions, this book prepares educators and educational leaders to deliver high-quality education that can shape the well-being and success of newcomer students.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164009185332,"sku":"9798895570692","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570692.jpg?v=1782771484"},{"product_id":"9781681259093","title":"Rich Talk with Young Children","description":"\u003cp\u003eThis book is designed as a professional book for teachers, teacher leaders, counselors, and others engaged in the work of nurturing the holistic development of young children. It will include the theory behind early communication, as well as specific strategies and tools teachers can implement immediately. Finally, it will include worksheets and reflective exercises to be used either for individual teachers or in professional learning communities. The book is highly research-based, with research drawn from multiple disciplines (speech pathology, linguistics, psychology, and child development), as well as examples from the authors clinical work as a speech-language pathologist.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":47164009349172,"sku":"9781681259093","price":82.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781681259093.jpg?v=1787264139"},{"product_id":"9798895570609","title":"Beyond Compliance","description":"\u003cp\u003eAn astute analysis of how the US Individuals with Disabilities Education Act is enacted in K-12 schools and a clarion call for a shift away from perfunctory compliance and toward true equity     In Beyond Compliance, Catherine Kramarczuk Voulgarides underscores the urgent need for change in how US schools implement the Individuals with Disabilities Education Act (IDEA). Voulgarides finds that, although the landmark legislation has benefited millions of eligible public school students with disabilities, it has also indirectly amplified educational inequities, such as the enduring problem of racial disproportionality in special education across classifications, placements, and disciplinary outcomes. Through analysis of the latest research and stories of special education in action, Voulgarides shows that IDEA's success depends greatly on how it is interpreted and applied by educators and school administrators.     The book guides practitioners in a critical examination of special education policies and procedures in their institutions. It provides critical tools, concepts, and question prompts to analyze IDEA compliance and its equity impacts on individuals and systems. It gives an actionable framework to help educators recognize the paradox of compliance-where adherence to the letter of the law does not always produce favorable outcomes for students-and its contributing factors, and to identify pathways for transformation that move toward racial and ability equity at the local level.     Ultimately, Voulgarides makes a compelling case for schools to practice a more adaptive compliance to IDEA legislation to provide meaningful educational access and opportunity.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164012757044,"sku":"9798895570609","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570609.jpg?v=1782650741"},{"product_id":"9798895570661","title":"Beyond the Doll Tests","description":"\u003cp\u003eA transformative guidebook for K-12 school counselors, teachers, and administrators seeking to create affirming, equitable, and healing-centered environments for Black students \t  \t  \tIn Beyond the Doll Tests, Cheryl Holcomb-McCoy draws on decades of expertise as an educator, school counselor, and leader in equity to deliver compelling insights and practical strategies that address the impact of racism, trauma, and systemic inequities that shape Black students' experiences in America's schools. With powerful storytelling and evidence-based frameworks, this essential resource challenges educators to move beyond surface-level inclusion and become active partners in dismantling barriers to Black students' wellbeing. \t  \t  \tThrough case studies, reflective exercises, and scalable interventions, Holcomb-McCoy reveals how the legacy of racial bias-exposed so vividly in Mamie and Kenneth Clark's historic doll tests-continues to shape educational experiences today. The book offers actionable tools grounded in Black Psychology and culturally responsive practice, giving educators new language and strategies to affirm students' strengths, foster self-efficacy, and nurture positive identity development. Readers will find a roadmap for transforming school counseling, classroom practices, and district-wide policies to prioritize mental health, belonging, and academic achievement for Black youth. \t  \t  \tThis book is both a wake-up call and a beacon of hope, calling every educator to move from passive awareness to bold, principled action. With its blend of scholarly wisdom and heartfelt advocacy, this work empowers schools to become spaces where Black students are seen, valued, and equipped to thrive. For those ready to make real change, Holcomb-McCoy offers the vision and tools to get started.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164012822580,"sku":"9798895570661","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570661.jpg?v=1782650742"},{"product_id":"9781785837814","title":"Quiet Leadership","description":"\u003cp\u003eIn a culture that celebrates loud, charismatic or dominant leaders, introverts are often told they don't fit the mould for successful head teachers. But in Quiet Leadership, Andrew Marsh argues that quiet, thoughtful leaders can be just as effective, and that introverts bring a unique skillset to the role.Drawing on nearly two decades of practical experience as a head teacher, Andrew shows how introverts can thrive in school leadership roles because of their introversion, not despite it. An antidote to the current climate of charismatic, hero leaders who push ideas through despite the consequences, this book demonstrates how great results can be achieved through quiet, thoughtful and considered leadership. With honesty and practical insight, Andrew offers strategies for making strong appointments, driving effective school improvement and boosting pupil outcomes - all while leading in a way that feels authentic and sustainable for introverts.Whether you're an aspiring leader unsure whether your quiet, thoughtful nature is 'enough' for the role, or already in post and looking to lead in a way that feels authentic, this book is a supportive and inspiring guide to embracing your unique strengths as an introvert.\u003c\/p\u003e","brand":"CROWN HOUSE PUBLISHING","offers":[{"title":"Default Title","offer_id":47164013641780,"sku":"9781785837814","price":60.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781785837814.jpg?v=1782944136"},{"product_id":"9781718226043","title":"Physical Best 5\/e","description":"\u003cp\u003ePromote health and fitness in the physical education classroom.  Physical educators play a critical role in encouraging students to live healthy, active lifestyles. Physical Best: Physical Education for Lifelong Fitness and Health, Fifth Edition With HKPropel Access, equips preservice and in-service teachers with a comprehensive, functional approach to incorporating fitness education into physical education classes at the elementary, middle school, and high school levels.  The 2024 National Physical Education Standards are integrated throughout the fifth edition, so teachers can use the material and be confident that it adheres to current SHAPE America standards. Developed by experts, the Physical Best approach is the gold standard to teach fitness education in K-12 physical education classes. It emphasizes the following:    Promoting the benefits of fitness, health, and physical activity for all students Equipping students with the knowledge and skills to move confidently Individualizing goal setting, assessment, and self-monitoring Identifying movement opportunities that are personally enjoyable and meaningful Preparing students for assessments and giving them many opportunities to practice  Updates to this edition include new sidebars called Teaching Tips that highlight practical ways to apply the content and a new chapter on comprehensive school physical activity programs (CSPAPs). Related downloadable and modifiable online resources include a collection of 250 new ready-to-use activities developed and categorized according to the Grade-Span Learning Indicators from the National Physical Education Standards. The activities emphasize a specific component of health-related fitness and are organized accordingly:    Cardiorespiratory endurance Body composition Flexibility Muscular strength and endurance  Physical Best, Fifth Edition, assists current and future teachers in delivering quality physical education programming to their students. It discusses best practices, provides up-to-date content, and shows how to integrate health-related fitness education and assessment into an existing curriculum. With this approach, teachers can feel confident that their students will accomplish the achievements spelled out in the National Physical Education Standards and Grade-Level Outcomes.  Human Kinetics is proud to publish this book in association with SHAPE America, the national organization that defines excellence for school-based health and physical education professionals across the United States.  Note: A code for accessing HKPropel is included with all new print books.\u003c\/p\u003e","brand":"HUMAN KINETICS","offers":[{"title":"Default Title","offer_id":47164013674548,"sku":"9781718226043","price":185.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781718226043.jpg?v=1782654396"},{"product_id":"9781975508807","title":"Decoloniality and African Education","description":"\u003cp\u003eDecoloniality and African Education: Contested Issues and Challenges is a vibrant and vital collection of essays that addresses the challenges, possibilities, and responsibilities for the future of de- and anti-colonial African education. Decolonization has become a buzz word of late, so the term is used in this context with a certain trepidation. But the themes of this book go beyond mere rhetoric by creating specific approaches to dismantling colonial educational systems in African and to create a new environment for African education duly informed by local cultural resource knowing, known from grounded everyday practices of authentic African educators. In other words, a revision of educational practices informed by what educators know and are doing for the lessons in envisioning schooling and education in Africa. In this endeavor, while we seek lessons and partnerships with others, African educators are urged to think through solutions specific to the problems and challenges in schools today, and meet the call of our times to provide education to young learners that not only empowers them, but also provides them with background knowledge, cultural grounding, and specific lessons that will enable them to craft their own futures. So how do we \"do\" decolonial education from the standpoint of African educators and learners everyday schooling practice and knowledge? Decoloniality and African Education argues that a careful embrace of African Indigenous and cultural knowings determine the successful response to this question. It engages both the \"decolonial\" and the \"anti-colonial,\" with a reading that the \"decolonial\" (as many have pointed out, see Parry, 1994) is a process and a path toward an end, which is the goal of the \"anti-colonial\" (see Dei, 2022).   Decoloniality and African Education is essential reading for students and scholars committed to the improvement of educational outcomes for African American students. It's a book that empowers educators and raises awareness about African-based teaching environments. It can be used in a variety of courses, including African Studies, African Development, Anti-Colonial Thought and Indigenous Knowledge, and the Pedagogical Implications of Decolonization.\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164014034996,"sku":"9781975508807","price":111.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975508807.jpg?v=1782631318"},{"product_id":"9781975509590","title":"The Little Shelter That Could","description":"\u003cp\u003eThe Little Shelter That Could:  Literacy Resilience of Mothers and Children Facing Homelessness tells the story of homelessness, life in a shelter, and the impact of these factors on children's lives and education. It is also a story of hope. Dr. Sadia Warsi discovered something remarkable during her research at Joseph's Shelter. Instead of educational disruption, she found literacy resilience. Families created sophisticated learning environments that challenged assumptions about capabilities during crisis. The Little Shelter That Could reveals extraordinary educational leadership, where children became teachers in hallway spaces and mothers transformed dormitories into literacy-rich environments. Through anonymized, reconstructed narrative case studies based on her research, this book documents how education served as both anchor during crisis and pathway to future possibilities. Rather than focusing on deficits, this work illuminates sophisticated educational knowledge families possess during vulnerable moments. Readers encounter stories of mothers who strategically selected books to accelerate their children's reading while in emergency housing, families who created \"learning corners\" that became the shelter's educational heart, and parents whose daily bus journeys maintained their children's school enrollment. Written for early childhood educators and teacher candidates, this book provides frameworks for recognizing family educational assets invisible to traditional assessments. Dr. Warsi challenges deficit-based approaches, offering asset-based strategies that build on what families already know. Drawing from extensive experience in special education and multicultural competency, Warsi provides trauma-informed approaches that honor family expertise while supporting growth. Twenty-five years after the initial study, these lessons remain urgently relevant, as housing instability affects an increasing number of families. The Little Shelter That Could offers hope, practical strategies, and a transformative vision for early childhood education that honors every family's educational assets. Perfect for courses such as: Foundations of Early Childhood Education; Family and Community Engagement in Education; Culturally Responsive Teaching; Early Childhood Literacy Development; Trauma-Informed Educational Practices; Introduction to Special Education; Assessment in Early Childhood Education; Supporting Diverse Families; Child Development and Learning; and Educational Equity and Social Justice\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164014133300,"sku":"9781975509590","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975509590.jpg?v=1782631346"},{"product_id":"9781975507732","title":"Beyond Accreditation","description":"\u003cp\u003eIn a higher education landscape that seems to be increasingly focused on accreditation and accountability, administrators, faculty, and staff in higher education institutions expend considerable resources engaging in assessment activities in response to the demands of compliance-oriented external forces. Beyond Accreditation: Designing and Implementing Meaningful Quality Assurance and Continuous Improvement Systems presents an alternative paradigm for consideration: the primary purpose of assessment systems should be to provide program improvement, with the resulting data serving as supporting evidence for compliance-oriented requests. The book is intended to provide a foundation of background knowledge to empower programs, regardless of size or disciplinary context, to engage in the processes associated with assessment in pursuit of continuous improvement. It supplies data and other information in three distinct ways throughout the book. In some chapters, candid dialogues between the authors are presented in a conversational tone. In others, a more philosophical and sometimes historical perspective provides background knowledge informing why certain things are done and the purposes those activities serve. The remaining chapters present a practical approach to engaging in assessment, from identifying signature assessments to analyzing and reporting on data, all within the overarching context of designing an assessment system that serves continuous improvement efforts.   The accountability mindset that has taken hold in education, and in higher education in particular, has fostered a view of assessment as a complicated, challenging, and burdensome enterprise that is done to us in pursuit of compliance. Throughout the book, assessment is presented as something to be done in pursuit of continuous improvement. The authors hope that its contents prove useful to anyone in search of assistance in these efforts.   Perfect for courses such as:  Educational Program Evaluation; Teacher Education; Education Policy; Teacher Education Policy; and Human Resources in Education.\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164014297140,"sku":"9781975507732","price":102.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975507732.jpg?v=1782631317"},{"product_id":"9781975508036","title":"Battle of the Bans","description":"\u003cp\u003eBooks and stories can inspire, create empathy, and be cathartic outlets. They expand our understanding of the lived experience as one of the most important conduits for how we spread knowledge and participate in shared humanity. Building on the work of Rudine Sims Bishop, \u003cem\u003eBattle of the Bans: Narratives of Reading and Engaging with Banned Books\u003c\/em\u003e explores how challenged and banned books act as windows, mirrors, and sliding doors. In the United States and globally, the twenty-first century is seeing renewed efforts at banning books in a variety of forms, including parental controls, book burning, curricular erasure and epistemicide, and social media banning. These efforts have the potential of silencing particular stories, histories, and perspectives. Book banning targets and has deleterious impacts on particular communities, including but not restricted to people of color, LGBTQ , religious and cultural minorities, and people with different abilities. This edited collection counteracts the narrative that books are dangerous, centering a celebration of how stories shape lives. Educators, families, and individuals present a range of perspectives on how particular banned books have changed their lived experience and view of the world. Contributors discuss childrens literature, young adult literature, fiction, and nonfiction texts. The book is comprised of three parts. In the Context section, contributors explore lessons and\/or situations for how banned books have, can, or should be used. In the Introspection section, contributors provide narratives about how banned books shaped a sense of self. In the Action section, contributors detail steps taken in response to book bans, providing strategies for countering censorship and erasure in classrooms, schools, and libraries. \u003cem\u003eBattle of the Bans \u003c\/em\u003ecreates hope and conversation in an era of political divisiveness. It inspires readers to reflect on their own experiences with books, creates dialogue, and provides pathways to challenge book banning, ensuring access to stories, histories, and perspectives.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eThe book will appeal to a wide range of audiences, including academics, librarians, classroom teachers, parents, and readers who understand the value of books and literature.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003ePerfect for courses such as: Multicultural Literature; Honors Seminar\/Special Topics: Book Banning; Curriculum Theory in Education; History of Reading; Contemporary Social Issues; Introduction to American Studies; Introduction to Policy Studies; Qualitative Research Methods; Narrative Research Methods; and Essay Writing\u003c\/p\u003e\u003cbr\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164015181876,"sku":"9781975508036","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975508036.jpg?v=1782633570"},{"product_id":"9781975507978","title":"From Getting Started to Graduation","description":"\u003cp\u003eFrom Getting Started to Graduation: A Student Guide to the EdD, a volume in The Coming of Age of the Education Doctorate Series book series, pulls back the curtain on the hidden curriculum of the EdD experience for students, fully supporting their journeys by making what is too often anxious and abstract more clear and concrete. Drawing from years of experience from designing and directing an EdD program, the authors provide an end-to-end playbook for students to draw from as they navigate their own EdD program of choice. Part I focuses on getting started. The book begins with an establishment of the why behind getting an EdD and how this is a distinct and unique experience unlike other graduate degrees. It pushes readers to think beyond the title, encouraging them to drill down into their core motivation for pursuing not just a degree but a transformative experience. Readers will then learn about finding the match quality between their goals and aspirations and the myriad program choices available to them. Once students have winnowed down their choices and found their fit, they will be coached on how to build survival systems that will help them thrive from the onset to the finish line. This includes learning how to pace themselves, how to lean on friends and family, how to create contingency plans, and how to create helpful constraints that make room for work-life balance. The book closes Part I with helpful tips for time and resource management, as well as how to build routines and habits that allow them to be kind of their future selves.   Part II explicitly explores how to navigate this years-long quest and stay the course. Readers will learn how to get curious and keep that door open across coursework in order to allow for innovative and creative ideas to flourish and eventually lead to fusion--the key to creative thinking. With the door opened to ideas and exploration, the book sets the stage for how to become a scholar-practitioner through key habits of mind such as the what-if and maybe mindset and tackling the tough task of synthesis. Part II ends with the call to team up and to take this winding road together. The EdD experience can be lonely if students go it alone, and the volume explains how and why teaming up is not just nice but necessary to persevere as the way to reach the finish line.   Finally, Part III pivots to helping students survive the intensive thinking, researching, and writing demands of the dissertation. Readers will tap into years of tips and tricks on how to break this mystifying and monstrous project into sizable and achievable small steps that fuel motivation for the long haul so that students avoid burnout during the final push as they near defending their projects and crushing their comps. When finished, EdD students will be able to leverage what is too often hidden from students and draw from the concrete examples, strategies, stories, and templates therein in order to start strong and finish strong.   Perfect for courses such as: Introduction to Research; Research Methodology; Introduction to the EdD; The Scholar-Practitioner; Exploring Problems of Practice; Becoming a Change Agent\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164015640628,"sku":"9781975507978","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975507978.jpg?v=1782685171"},{"product_id":"9781398388413","title":"Engelmann's Direct Instruction in Action","description":"\u003cp\u003eDirect Instruction is an incredibly powerful approach to teaching with a robust and wide ranging evidence base. Although you can buy field tested ready to go teaching programmes that are based on DI theory, there is much that can be applied to the everyday classroom. DI theory can help answer two of the biggest pedagogical questions: what should we teach and how should we teach it. DI is the closest we have got to a complete, scientific framework for approaching teaching and learning.\u003c\/p\u003e","brand":"JOHN CATT EDUCATIONAL","offers":[{"title":"Default Title","offer_id":47201989787700,"sku":"9781398388413","price":27.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781398388413.jpg?v=1783548964"},{"product_id":"9780253075017","title":"Quick Hits for Creativity in the Classroom","description":"\u003cp\u003eQuick Hits for Creativity in the Classroom introduces faculty, administrators, and staff to creative techniques that can be incorporated into the classroom at undergraduate and graduate levels. These techniques from the arts, humanities, social sciences, and sciences can enhance learning and support professional development experiences for students and faculty alike.   While faculty are experts in their disciplines, many are not formally trained in effective or evidence-based teaching practices. Quick Hits for Creativity in the Classroom brings together creative and successful approaches to teaching across disciplines to provide an exciting resource for implementing and generating teaching practices to make our classrooms welcoming and empowering spaces, whether in person or online. Editors Julie Goodspeed-Chadwick, Michael Morrone, and Deborah Elizabeth Whaley have collected nearly 50 essays to equip university and college instructors with teaching strategies, tools, materials, ideas, assignments, and more to foster engagement with as many students as possible while supporting faculty and student agency in the learning process.  Gathering a diverse array of award-winning teachers from a wide range of disciplines and academic levels, Quick Hits for Creativity in the Classroom will prove to be an invaluable resource for evidence-based effective teaching that cultivates creativity and leads to experiences that will enhance students' opportunities to demonstrate their growth and what they have learned in the classroom and beyond.\u003c\/p\u003e","brand":"INDIANA UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47243418927156,"sku":"9780253075017","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780253075017.jpg?v=1783376422"},{"product_id":"9780806196534","title":"The Joyful Online Teacher Volume 8","description":"\u003cp\u003eThe happier the teacher, the better the learning experience-for instructor and student alike. With this equation at its core, The Joyful Online Teacher provides practical guidance for making distance learning infinitely more enjoyable and effective, and for improving the online teaching experience in asynchronous classes that often take place in Learning Management Systems (LMSs) like Canvas or Blackboard Learn, and where instructors and students rarely interact in real time, contributing to low completion rates.     One of the most pervasive challenges in distance learning is the absent online instructor; and one clear reason for this problem is the often unsatisfying nature of teaching online. A leading voice on online education, Flower Darby draws on the sciences of learning, emotion, and motivation, three decades of her own teaching, extensive research on online student experience, and the stories of joyful online teachers to present concrete tips for making online teaching more rewarding.     The key, Darby suggests, is learning to love teaching online. To that end, her book offers instructors accessible, inspiring, common-sense hacks for connecting with students, finding passion, navigating the structural inequities of higher ed, and more-all with a focus on building rapport and relationships, the central ingredients of happiness and satisfaction. 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