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Early Years Practice: For Educators and Teachers (Issues In Practice Ser.)
by Dr Elaine Hallet‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: · understand how children learn and develop · engage with the curriculum and the practice of teaching · learn more about the structure and reality of early years provision and practice for children aged from 0–8 years · develop ways to reflect upon your practice · develop professional skills and attributes needed to take a leading role · understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.
The Reflective Early Years Practitioner
by Elaine HalletShortlisted for the 2013 Nursery World Awards! 'The author offers opportunity to reflect upon experience and brings together reflective practice and work-based learning, aiming to support the professional growth of a reflective early years workforce' -Karen Ward, Senior Lecturer in Early Years, Birmingham City University Work-based reflective learning is a key part of the professional development of practitioners working in the early years sector. The Reflective Early Years Practitioner focuses on the practitioner's role and development within a wide range of contexts in this area. Informed by empirical research, packed with case studies from a wide range of settings and with points for reflection in each chapter, the author covers: - developing as an early years practitioner - reflective vocational progression - pedagogical examples for continuing professional development - study skills to begin reflective practice - professionalism and reflective leadership in the early years Vital aspects of practice, such as assessing and planning for children's learning, developing inclusive teaching strategies and integrated practice are highlighted within the chapters. This is essential reading for students undertaking work-based and academic study in early years and for those working towards post-graduate and professional qualifications. It provides readers with tools to continually practice work-based reflective learning now and in the future.
Desirable Literacies: Approaches to Language and Literacy in the Early Years (Published in association with the UKLA)
by Elaine Hallet Jackie MarshWhat are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research. This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy. Explored in the book are: - the relationship between play and literacy; - the role environmental print has in early literacy development; - the language and literacy development of young bilinguals; - ideas, suggestions and justifications for the use of poetry; - a two-year research project, funded by Creative Partnerships; and - key issues relating to family literacy.
Effective and Caring Leadership in the Early Years
by Elaine Hallet Professor Iram SirajEffective and caring leadership is an essential part of raising standards and increasing the quality of learning in early childhood settings. This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families. This is a key text for anyone studying Early Childhood, existing and aspiring leaders, graduate Early Years Leaders and those training to work in settings, schools and children's services.
Hearing the Voices of Children: Social Policy for a New Century (Future Of Childhood Ser.)
by Christine Hallett Alan ProutHearing the Voices of Children provides a fresh perspective on social policy. At the heart of the book is the emergence of 'children's voices' and the implications of this for social policy. The authors argue that children's voices should be heard much more strongly in the process of policy formation at all levels. Although there is growing support for this idea, it is not without opposition, and the authors themselves make many critical points about the current attempts to put it into practice.The book is divided into four main themes: hearing children's voices; discourses of childhood; children and services; and resources for children. Childhood experts from the UK, Scandinavia, Germany and Australia, examine how assumptions and models about childhood and discuss ways in which children's voices might become more influential in shaping policy. There are many obstacles to overcome, but the contributors to this volume show that children's participation is possible, and needed, if services are to be improved.This book is essential reading for students and academics in the field of childhood studies, sociology, social policy and education. It will also be of interest to practitioners in the social, child and youth services.
Educational Experiences of Hidden Homeless Teenagers: Living Doubled-Up
by Ronald E. HallettHomeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness. Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.
Homelessness and Housing Insecurity in Higher Education: A Trauma-Informed Approach to Research, Policy, and Practice: ASHE Higher Education Report (J-B ASHE Higher Education Report Series (AEHE))
by Ronald E. Hallett Rashida CrutchfieldBoth colleges and policymakers recognize the importance of supporting students experiencing homelessness in higher education. The challenges involve both addressing issues of college access as well as developing strategies to support retention and degree completion once enrolled. This volume explores how homelessness intersects most social issues that marginalize individuals and negatively influence postsecondary completion, including poverty, foster care, and LGBTQ+ discrimination. As becomes evident, students experiencing homelessness should be considered in conversations about equity and access. For these students, completing some form of degree or certification beyond high school is a vital step in achieving future stability. Topics covered include: how residential experiences influence educational engagement and retention an overview of research related to housing insecurity in higher education federal and state policies related to homelessness in higher education a trauma-informed care approach to this issue an approach to understanding and studying housing insecurity among students ideas that will be necessary for policy and program development.
Creating a Campus-Wide Culture of Student Success: An Evidence-Based Approach to Supporting Low-Income, Racially Minoritized, and First-Generation College Students
by Ronald E. Hallett Adrianna Kezar Joseph A. Kitchen Rosemary J. PerezOffering a new approach to institutional practices, this book describes evidence-based strategies to create a campus culture conducive to truly supporting all students. We are at a critical crossroads in higher education, where large numbers of low-income, racially minoritized, and first-generation college students – referred to in this book as "at-promise students" – are attending college in greater numbers than ever, yet access has not translated to significantly improved retention and graduation rates. This book, therefore, proposes a realignment of existing initiatives to create campus-wide support through a new model of coordination. The ideas presented in this book are the culmination of one of the largest studies of comprehensive college support programs for at-promise students. Chapters include illustrations of the key concepts and promising practices of the Promoting At-promise Student Success (PASS) Project, as well as guiding questions that can be used to facilitate conversations on campus. In this helpful resource, the authors address how student supports are delivered in validating ways, rather than focusing solely on what supports are offered, as has typically been the way institutions address the issues that at-promise students face. This book is intended to provide guidance and support to educators who want to be a part of changing how higher education supports at-promise students toward increased equity.
Richard Halliburton's Book of Marvels: The Orient
by Richard HalliburtonWritten for students but loved by all ages, Marvels of the Orient takes you on a journey to some of the marvels of our world. Visit wonders both natural and man-made, places you’ve heard about, and others you won’t believe you didn’t know about before.In this book you will- - Climb the Great Pyramid - Search for the Ark of the Covenant beneath Jerusalem - Fly a Prince over Iraq - Hide in the Taj Mahal for the night - Climb Mount Fuji - Explore lost cities ...and so much more!This edition has been slightly revised to add footnotes with updated place names, facts, and metric equivalents.
Markets, Managers and Theory in Education (Routledge Library Editions: Education Management)
by John HallidayOriginally published in 1990. This book is concerned with the logic of the relationship between educational theory and practice. It is a fundamental examination of three ideas: Vocationalism - the idea that the central purpose of education is to prepare people for work. Managerialism - the idea that this preparation can be managed by those not intimately concerned with the practice of teaching. Consumerism - the idea that education should be led by the demands of the ‘market’. Halliday argues that promoters of these ideas share a mistaken belief in the value of pursuing a supposed ideal of objective precision in education. He traces the theoretical origins of this ideal and its practical consequences. In particular, he argues that educational development is likely to remain ossified within a particular theoretical framework, unless competing developments are allowed to flourish alongside one another. He concludes by outlining the ways in which this competition might be managed.
Writing Science: Literacy And Discursive Power (Pitt Comp Literacy Culture Ser.)
by M.A.K. Halliday J.R. MartinThis book is about the use of language in the science classroom. It discusses the evolution of scientific discourse for learning in secondary schools, and examines the form and function of language across a variety of levels including lexiogrammar, discourse semantics, register, genre and ideology. Special attention is paid to how this knowledge is imparted. It will be of particular interest to educators involved with linguistics and/or science curriculum and teachers of English for special and academic purposes.; It is aimed at teachers of undergraduates in science and literacy, linguists teaching in English for special and academic purposes and students in higher education with an interest in science and literacy.
BRS Gross Anatomy (Board Review Series)
by Nancy L. Halliday Harold M. ChungBRS Gross Anatomy, 10th Edition, presents the essentials of human anatomy in the popular Board Review Series outline format to help students master key information and confidently prepare for basic sciences level anatomy exams and the USMLE Step 1 board exam. Praised by students as the best review book for gross anatomy, this powerful, easy-to-use resource combines clear, concise writing, a clinically relevant approach, engaging radiographs and full-color illustrations, and more than 550 board-style review questions to ensure unparalleled exam preparation and position users for a successful transition to clinical practice.
Frontiers in Sociology of Education
by Maureen T. HallinanScholarly analysis in the sociology of education has burgeoned in recent decades. Frontiers in Sociology of Education aims to provide a roadmap for sociologists and other social scientists as they set bold new directions for future research on schools. In Part 1 of this forward-looking volume, the authors present cutting-edge research to set new guidelines for the sociological analysis of schools. In Part 2, notable social scientists, historians, administrators and educators provide a wide-ranging array of perspectives on contemporary education to insure that scholars make creative and broadly informed contributions to the sociological analysis of schools. The contributors to this volume examine events currently influencing education including: globalization, expansion of educational access, the changing significance of religion, new family structures, and curriculum reform. Frontiers in Sociology of Education offers an innovative collection of research and ideas aimed at inspiring new analyses of schools better linked to changing societal conditions.
Let's Be Safe
by P. K. HallinanLittle P.K. knows how important it is to be safe! He waits patiently at crosswalks, wears his bicycle helmet, and avoids talking to strangers. By following little P.K.'s example in this colorful, rhyming book, young readers will learn how to be safe each day too.
My Teacher's My Friend
by P. K. HallinanThis book puts a child's mind at ease with this delightful story of a teacher and a friend. Here are all those ways that a teacher helps her young charges throughout the day - from fun at exercise time to reading a storybook to drying tears.
Leading Schools in a Global Era: A Cultural Perspective: A Special Issue of the Peabody Journal of Education
by Philip Hallinger Kenneth LeithwoodThis special issue looks at the constantly changing face of education in the world today. Topics covered include educational values, cross-cultural studies, leadership, social impacts, and the role of technology in education.
Assessing Instructional Leadership with the Principal Instructional Management Rating Scale (SpringerBriefs in Education)
by Philip Hallinger Wen-Chung WangThis volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book's particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale's measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
The Write Start: A Guide to Nurturing Writing at Every Stage, from Scribbling to Forming Letters and Writing Stories
by Jennifer HallissyHow do you raise children who love to write? Jennifer Hallissy believes that if you give children a solid foundation of writing basics, they will develop a love of writing that lasts a lifetime. In this book, she shares the secrets for supporting young writers, from the smallest of scribblers to middle-schoolers mastering script. You play an important role in nurturing your child's writing development. You are your child's first writing teacher, and their most important writing role model. From teaching your child how to hold a pencil and form the letters of the alphabet, to creating writing spaces and meaningful writing rituals at home, this book gives you all of the information and inspiration you need to raise a confident writer. Fifty-two playful activities are presented as ways to invite your child to write. Each activity offers specific suggestions to meet the needs of Scribblers (pre-writers), Spellers (emerging writers), Storytellers (beginner writers), and Scholars (more experienced young writers)--providing the just-right combination of fun and functional skill development. The Write Start is a treasure trove of irresistible ideas that will help you introduce your child to the wonderful world of writing, now, and for years to come.
Supporting Children with Special Educational Needs: A Guide for Assistants in Schools and Pre-schools
by Marian HalliwellFirst Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Millennial Teachers: Learning to Teach in Uncertain Times (Routledge Research in Teacher Education #11)
by Heidi L. HallmanDrawing on narratives of five beginning teachers, Millennial Teachers explores the tensions in teachers’ young careers and how changing social, economic, and technological conditions of our current era both afford and constrain teachers’ identities and in contexts in which they work. Examining case studies of beginning teachers, Hallman draws a generational portraits of novice teachers and identifies the challenges inherent in transitioning from pre-service teacher to in-service teacher. This book synthesizes these teachers’ views on a range of topics and provides an understanding of the evolving pressures and possibilities of future teachers of the "millennial" generation.
Community Fieldwork in Teacher Education: Theory and Practice (Routledge Research in Teacher Education)
by Heidi L Hallman Melanie BurdickIn teacher education, field work in community-based spaces (including foster homes and programs for homeless youth) is frequently contrasted with "traditional" field experiences in classroom settings, where beginning teachers are immediately introduced to teacher-centered models of instruction. This volume works against such a model, presenting a counter-narrative of new teachers’ understanding of the act of teaching. By exploring their work with at risk youth in community-based sites, the authors uncover how non-traditional spaces for teaching and learning have the potential to open new doors for reimagining the teaching act and teacher identity. This volume examines how prospective teachers have used writing within unconventional spaces as catalysts for considering what it means to become a teacher, as well as how the work of teaching can be conceptualized. It unites the practical aspects of field work and with theoretical conceptions of teaching, and envisions how the work and the definition of "teaching" can be broadened.
Reconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers (Routledge Research in Education #31)
by Heidi L. Hallman Abigail P. KindelspergerReconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers offers a portrait of classroom literacy practices and learning opportunities that are provided for school-age mothers in two different schools. Through a series of case studies of school sites, teachers, and students, this book presents evidence of how these at-risk students use literacy in complex ways in the classroom and in their everyday lives. Attuned to the struggle for school-age mothers’ access to meaningful and challenging curriculum in public schools, as well as to the relative dearth of scholarly research on the topic, this volume demonstrates how educators can rethink the issue of schooling for this population of students.
Disrupting the Center: A Partnership Approach to Writing Across the University
by Rebecca Hallman MartiniStrategic partnership offers writing centers a framework for responding to disruptive innovations in higher education. Through partnership, writing centers can simultaneously secure resources and support the practice of tutoring writing in ways that enable moments of resistance, where writing consultants and students can tactically challenge the corporate university through their methods of practice. Disrupting the Center explicates, analyzes, and critiques one particular writing center’s partnership approach to collaboration with disciplinary faculty and upper administrators across the curriculum. Using on-site research and critical ethnographic study from one university writing center, Rebecca Hallman Martini establishes an innovative, cross-disciplinary partnership approach to writing instruction in which peer tutoring plays an integral curricular role. Case studies detail three partnerships that respond directly to existing or potential disruptive innovations in higher education and showcase important concepts: mapping mutual benefit and stakeholder engagement in an online studio/hybrid first-year writing program partnership in response to online education, creating negotiated space to work through ethical issues involved when working with a public-private partnership to develop a required extracurricular portfolio project in a business school, and building transformational partnerships through establishing a writing-in-the-professions curriculum in the College of Engineering in response to career readiness initiatives. Disrupting the Center uses interviews, observations, focus groups, analysis of consultations, meetings, and shared documents such as annual reports, budgets, assessment data, assignments, and syllabi to generate a wide view of how systems work. Writing centers are flexible university-wide service spaces where students go for one-on-one and group writing support that can become dynamic spaces for writing pedagogy by disrupting, revitalizing, and reinventing the epistemic foundations of current rhetoric and composition landscapes and traditional approaches to writing.
Assessing the Assignment Policy for Army Women
by Bryan W. Hallmark Jennifer Erin Kavanagh Peter Schirmer Laura Werber Margaret C. HarrellSince current policies for assigning military women were issued, the U.S. Army has changed how it organizes and fights. Assessing the Assignment Policy for Army Women considers whether the Army is adhering to the assignment policies as well as the appropriateness of the current U.S. Department of Defense and Army assignment policies, given how units are operating in Iraq.
Race and Rurality: Considerations for Advancing Higher Education Equity
by Tyler Hallmark Sonja Ardoin Darris R. MeansThis book offers context, research, policy, and practice-based recommendations centering college access and success for a historically overlooked population: rural Students and Communities of Color. Through an exploration of how colleges and universities can effectively welcome students from rural areas who identify as Asian and Pacific Islander, Black and African American, Hispanic and Latinx, and/or Indigenous, this text challenges the misleading narrative that rural is white, thereby placing these students and their communities in conversation with national higher education discourse. Rich contributions on scholarship, practice, and policy address the intersection of racism and spatial inequities and consider the unique opportunities and challenges that rural Students and Communities of Color face across the United States’ higher education landscape. Chapters provide direction on creating equitable policies and practices, as well as details of the assets, resources, and networks that support this population’s success. This edited collection provides a wealth of insight into the recruitment, access, persistence, and retention of rural Students of Color, equipping higher education researchers, practitioners, administrators, and policymakers with the knowledge they need to better account for and support rural students and communities across race and ethnicity.