Improving schools inclusion

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This item is sold brand new. It is ordered on demand from our supplier and is usually dispatched within 7 - 10 working days Critical and creative thinking can make a significant difference to the quality of students' learning. But do we really need to teach children and young people to think, and if so, how should we go about it? The answer to the first part of the question is yes, because the fact of the matter is that although all human beings can think, effective thinking depends on skills and strategies that can be learned. The answer to the second part lies within this book. Schools as thinking communities demystifies thinking and explains how teachers can equip students with the mental tools for success in school and beyond. Schools as thinking communities provides detailed descriptions, illustrated with classroom examples, of the following ways of enhancing thinking: Habits of Mind; CoRT (Cognitive Research Trust) and Six Thinking Hats; P4C (Philosophy for Children); CEA (Cognitive Enrichment Advantage); Thinking Maps; IE (Instrumental Enrichment); TASC (Teaching Actively in a Social Context); and Cooperative Learning. One or more of these might be chosen by a school community as a means to nurture thinking across the curriculum in every classroom, thus encouraging individuals to understand, manage and take responsibility for their own thinking processes, and to value the perspectives of others. Contents include the following: How students and teachers develop as thinkers; The characteristics of a thinking classroom; The process of developing a school as a thinking community; Life skills and inclusion in a thinking community; Challenges facing thinking schools. Schools as thinking communities is aimed at teachers at all levels, curriculum designers, education planners, teacher educators and interested parents. Features Summary Critical and creative thinking can make a significant difference to the quality of students' learning. But do we really need to teach children and young people to think... Author L. Green Publisher Van Schaik Publishers Release date 20140506 Pages 290 ISBN 0-627-03121-8 ISBN 13 978-0-627-03121-2

This item is sold brand new. It is ordered on demand from our supplier and is usually dispatched within 24 hours What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover: * how psychologists can collaborate with teachers for inclusive solutions * Vygotsky's theories of learning and their significance for inclusion * the challenge of developing pedagogies for inclusion * sociocultural understandings of learning in inclusive classrooms * the role of emotion in learning and inclusion * cooperative learning and inclusion * the challenges and tensions of inclusion and high standards for schools * the practice of dynamic assessment as an inclusive alternative to IQ * social justice and inclusive psychology Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education. Features Summary What can psychology offer inclusive education? This book reframes the contribution of psychology in terms of its relevance to inclusion and shows how psychological theories of learning and human development are compatible with inclusive education... Author Peter Hick (Editor), Ruth Kershner (Editor), Peter Farrell (Editor) Publisher Routledge Release date 20080905 Pages 184 ISBN 0-415-39050-8 ISBN 13 978-0-415-39050-7

(This title is available on demand: expected date of dispatch will be 4-7 working days once ordered) Now in its seventh edition, Ingrid Rima's classic textbook charts the development of the discipline from the classical age of Plato and Aristotle, through the middle ages to the first flowering of economics as a distinct discipline - the age of Petty, Quesnay and Smith - to the era of classical economics and the marginalist revolution. The book then goes on to offer extensive coverage of the twentieth century - the rise of Keynesianism, econometrics, the Chicago School and the neoclassical paradigm. The concluding chapters analyze the birth of late twentieth century developments such as game theory, experimental economics and competing schools of economic thought. This text includes a number of practical features: * a "family tree" at the beginning of each section, illustrating how the different developments within economics are interlinked * the inclusion of readings from the original key texts * a summary and questions to discuss, along with glossaries and suggestions for further reading This book provides the clearest, most readable guide to economic thought that exists and encourages students to examine the relevance of the discipline's history to contemporary theory. Format:Paperback Pages:624