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UCL IOE Press catalogueAutumn 2017 Trentham

Books

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UCL IOE PRESS AND TRENTHAM BOOKS

2 For more news and inspection copy requests go to www.ucl-ioe-press.com

‘[This book] would not only have given me a sense of what I had missed at school, but also, as a future teacher, some idea of what a good secondary education could, and even should, be about. It would not just be of interest to those hoping to go to university, but to any 18- or 22-year-old, as part of growing up and gaining a grasp, which I lacked, of the promise and excitement of the world I was about to be a citizen of.’– From the Foreword by Professor Michael Young

‘What knowledge do our children need to know and why? How will they acquire the reason and imagination to ask: What is right, what is beauty, and what is truth? This book brings these profound questions back to the centre of educational enquiry where they belong. We all need to read it.’– Professor Elizabeth Rata, School of Critical Studies in Education, University of Auckland

The blurring of the distinctions between pedagogy and curriculum, and experience and knowledge, has resulted in a generation of teachers who are confused about the part that each of these plays in the education of children. Schools may still teach through subjects, but there is little consensus about what constitutes a subject and what they are for. The aim of this book is to contribute to a more robust rationale for, and understanding of, what schools should teach – the curriculum. This is not to dismiss the signifi cance of pedagogy, how children learn or the personal knowledge and experiences they bring to the classroom. Rather, to become a successful teacher depends upon understanding the respective roles of each. But the curriculum – what to teach – is logically prior to how to teach it. There is no more important question in education.

‘A highly accessible exploration of the relationship between social-realist approaches to knowledge production and ways of making such knowledge available through school subjects. Readable and thought-provoking.’– John Beck, Emeritus Fellow, Homerton College, Cambridge, and former Chief Inspector of the Inner London Education Authority

September 2017, 172 pages, 234 x 156mm, £19.99/$32.95Paperback 978-1-78277-217-0Kindle 978-1-78277-220-0PDF 978-1-78277-218-7

What Should Schools Teach? NEW

Disciplines, subjects, and the pursuit of truthEdited by Alex Standish and Alka Sehgal-CuthbertForeword by Michael Young

Wh

at Sh

ou

ld S

cho

ols Teach?

Alex S

tandish &

Alka S

ehgal Cuthb

ert (eds)

ISBN 978-1-85856-795-2

9 781858 567952

UCL Institute of Education Press

20 Bedford Way

London

WC1H 0AL

www.ucl-ioe-press.com

‘In the wake of the hysteria of school jihadi brides and terrorist sons, this timely and well researched book “lifts the veil” on the mythology of “bad Muslim mothers”, with powerful stories of love and educational commitment against the odds.’ — Heidi Safi a Mirza, Professor of Race, Faith and Culture, Goldsmiths, University of London

‘…a rare and compelling insight into the views of Muslim mothers about their children’s education … an essential read for all professionals who work in education.’— Sameena Choudry, Founder of Equitable Education

This book brings the voices of Muslim mothers into the discourse on parent–school relations. What they say is essential reading for teachers, student teachers, sociology of education students, policy-makers and those working with families.

Suma Din’s study gives voice to over 50 women from a wide range of African, Arab and Asian backgrounds, all social classes, some of them immigrants but many of them born in the UK. They speak about the hijab, choice of schools, religious festivals, the curriculum, the Prevent strategy, sex and relationship education and much else.

The book sheds light on their identities, experiences and challenges as they support their children through state schools in Britain.

‘The fi ndings of her study are of great importance, not just to policymakers but also Muslim communities in general … highly recommended for teachers, parents, policymakers and researchers.’— Professor Tahir Abbas, Senior Research Fellow @RUSI

Suma Din is a writer, researcher and educator who has worked with parents in the Adult Learning sector. She has over two decades’ experience in the voluntary sector, supporting women and children’s projects and interfaith work.

Disciplines, subjects, and the pursuit of truthEdited by Alex Standish &Alka Sehgal Cuthbert

What Should Schools Teach?

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For more news and inspection copy requests go to www.ucl-ioe-press.com 3

‘The relevance of Machiavelli to current FE leadership is made horribly clear in this ingenious, fresh and challenging collection of essays. Political theory is used to devastating but useful effect to open up a space in which it is possible to think about power and the principal differently.’ – Stephen J. Ball, Distinguished Service Professor of Sociology of Education, UCL Institute of Education, London

The sequel to Further Education and the Twelve Dancing Princesses, this book is similarly playful – but deadly serious in intent. Using Machiavelli’s contested treatise The Prince as a metaphorical guide, each contributor takes a different perspective to interrogate leadership, agency and professionalism in FE. The book’s scope is as wide as the sector’s, and covers adult education and FE systems in the UK, Ireland and Australia. A must-read for anyone who cares about how and where the FE sector is being led.

‘This is a deeply refreshing and important contribution to the leadership literature of FE, written from the perspective of voices seldom heard. If read widely and taken seriously, this book could revolutionize FE leadership discourse, professionalism and practice.’– Dr Lynne Sedgemore CBE, Former FE college principal, Chief Executive of the 157 Group (2008–15) and Centre for Excellence in Leadership (2004–8)

‘This book shines light on the dark arts of political street fi ghting in colleges. Machiavelli is the prism through which you will learn about how power between governments and colleges, and management and teachers, is exercised, resisted, exercised and resisted again. While the book shows just how brutal the exercise of power can be in the college sector, it also tells of resistance, courage, and hope. This is a book for all students of education. It is gripping reading.’– Leesa Wheelahan, William G. Davis Chair in Community College Leadership, University of Toronto


The Principal NEW

Power and professionalism in FEEdited by Maire Daley, Kevin Orr and Joel Petrie

TrenthamBooks

Th

e Prin

cipal

E

dited

by Maire D

aley, Kevin O

rr and Joel P

etrie

Power and Professionalism in FE

Edited by Maire Daley, Kevin Orr and Joel Petrie


20 Bedford Way

London

WC1H 0AL


TrenthamBooks

ISBN 978-1-85856-844-7

9 781858 568447

‘The relevance of Machiavelli to current FE leadership is made horribly clear in this ingenious, fresh and challenging collection of essays. Political theory is used to devastating but useful effect to open up a space in which it is possible to think about power and the principal differently.’ — Stephen J. Ball, Distinguished Service Professor of Sociology of Education, UCL Institute of Education

This collection examines how power is exercised and experienced in the Further Education sector. The sequel to Further Education and the Twelve Dancing Princesses, this book is similarly playful, but deadly serious in intent.

Using Machiavelli’s celebrated and contested treatise The Prince as a metaphorical guide, the contributors each take a different perspective to interrogate leadership, agency and professionalism in FE. The scope of The Principal is as wide as the sector, with chapters on adult education and the FE systems throughout the UK and in Ireland and Australia. The writers share a fi erce commitment to FE and this book is a must-read for anyone who cares about how and where the FE sector is being led.

‘This book shines light on the dark arts of political street fi ghting in colleges. Machiavelli is the prism through which you will learn about how power between governments and colleges, and management and teachers, is exercised, resisted, exercised and resisted again …’ — Leesa Wheelahan, William G. Davis Chair in Community College Leadership, University of Toronto

‘Just when I was wondering what more damage politicians could possibly do to the vital FE sector, this book arrives … Together these 25 authors offer the sector the democratic practices needed for a journey of hope.’ — Frank Coffi eld, Emeritus Professor, UCL Institute of Education

Maire Daley is the former Programme Leader for Teacher Education at the City of Liverpool College. Kevin Orr is Professor of Work and Learning at the University of Huddersfi eld. Joel Petrie is a doctoral researcher at the University of Huddersfi eld.

IOE_The Principal_4p.indd 1 16/08/2017 13:58





20 Bedford Way

London

WC1H 0AL


WIL

L T

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LE

OP

AR

D C

HA

NG

E IT

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PO

TS

?

Fran

k Co

ffield

Will the Leopard Change its Spots?A new model of inspection for Ofsted

Frank Coffield

‘Frank Coffield’s comprehensive assessment of the current model of inspection is merely the background to his masterly exposition of the principles that should underpin its replacement … Everybody involved with our schools and colleges needs to read it.’ — David Hargreaves, Wolfson College, Cambridge, and former Chief Inspector of the Inner London Education Authority

Does Ofsted do more harm than good? The evidence shows that, despite some benefits, Ofsted’s methods are invalid, unreliable and unjust. Educators are diverted from looking after students to looking after inspectors.

A new model is presented, underpinned by five principles: education as growth; trust rather than fear; challenge matched by support; dialogue; and appreciative inquiry. There are nine components in the new model that are operationalized so as to dispense with league tables and grades. A single adjective – whether ‘outstanding’ or ‘inadequate’ – cannot sum up all the complexities within a school.

There are welcome signs that Ofsted is willing to act on constructive criticism. Ofsted doesn’t belong to the government but to us, and we have a right to call for change. This is the essence of democracy – the freedom to think differently on behalf of others.

‘An excellent proposal for a new, principled and more democratic form of inspection that could genuinely lead to improvement in our education system. Let the debate commence!’ — Paul Wakeling, Principal, Havering Sixth Form College

‘…The unparalleled public intellectual of his field.’ — Joel Petrie, Advanced Lecturer, City of Liverpool College

Frank Coffield retired in 2007 after 42 years in education, first as a teacher in a comprehensive and then in a boys’ approved school in Scotland. He was also a lecturer in education at Jordanhill College of Education in Glasgow and Keele University in Staffordshire, and Professor of Education at the Universities of Durham, Newcastle-Upon-Tyne, and the Institute of Education, University of London.

ISBN 978-1-78277-213-2

9 781782 772132

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Ofsted’s methods are invalid, unreliable and unjust. Clearly, a single adjective – whether ‘outstanding’ or ‘inadequate’ – cannot sum up all the complexities within a school. So what is to be done? The author presents a new model based on fi ve principles: education as growth; trust rather than fear; challenge matched by support; dialogue; and appreciative inquiry. There are nine components in the new model that are operationalized so as to dispense with league tables and grades.


Will the Leopard Change NEW

its Spots? A new model of inspection for OfstedFrank Coffi eld


20 Bedford Way

London

WC1H 0AL


TrenthamBooks

ISBN 978-1-85856-834-8

9 781858 568348

‘Jon Berry has once again written a book that should be read by all – not just the teachers weighed down by the number crunchers but also by the “managers” beguiled by the world of metrics. In the now-depressing Orwellian world, Berry provides a gleam of hope in the return to educational principles and teacher professionalism.’ — Richard Pring, Professor Emeritus, Department of Education, University of Oxford

This book privileges the experience and knowledge of classroom teachers over marketization and the constant assessment of their students’ performance. In Teachers Undefeated Jon Berry found that teachers had not fallen for a reduced and meagre view of what children should be offered by schools. Now he writes about schools that have made a collective decision to abide by the principles of teaching and learning, confi dent that results will follow. Teachers, as well as parents and school governors, can take heart from this book. It shows that we can still teach with creativity, energy and innovation, and that resistance to a regime of teaching to the test is both possible and rewarding.

‘…Thank goodness Jon Berry is on our side. His latest book will further inspire and embolden teaching professionals everywhere to keep fi ghting for what they know to be true about the ways schoolchildren are best served.’ — Glenn Fowler, Secretary, Australian Education Union, ACT Branch

‘Jon Berry’s book is full of hope. It shows how schools can lessen the soul-destroying effects of testmania by a simple change of mindset, putting the quality of education rather than student outcomes at the heart of what they do. In today’s fear-fi lled schools this takes courage – but the more schools do it, the more it will encourage others to do the same.’— Madeleine Holt, More than a Score

Dr Jon Berry is programme director for the Professional Doctorate in Education (EdD) at the University of Hertfordshire.

TrenthamBooks

Putting

the Test in its Place

Jon B

erry

Putting the Test in its PlaceTeaching well and keeping the number crunchers quiet

Jon Berry

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‘Those who think the school education policy landscape is not a battleground are kidding themselves. Across the globe, we teachers are working hard to retain autonomy over what happens in our classrooms and to guard ourselves against the mostly unwarranted attentions of politicians, bean counters and profi teers. Thank goodness Jon Berry is on our side. His latest book will further inspire and embolden teaching professionals everywhere to keep fi ghting for what they know to be true about the ways schoolchildren are best served.’– Glenn Fowler, Secretary, Australian Education Union (ACT)

Berry’s research shows that we can resist the regime of teaching to the test, and still teach with creativity, energy and innovation. He found that in schools that abide by the principles of teaching and learning – and not of marketization – students achieve well.


Putting the Test in its Place NEW

Teaching well and keeping the number crunchers quietJon Berry




TrenthamBooks


20 Bedford Way

London

WC1H 0AL


TrenthamBooks

White W

orking

-Class B

oys

Mary-C

laire Travers

‘A truly fascinating study. It shows why and how individuals can make a difference, and why background is not everything. But it also should give universities pause, because how they treat students really matters – and not always in the ways that they assume.’ — Baroness Alison Wolf, Sir Roy Griffi ths Professor of Public Sector Management, King’s College London

‘If you are a white working-class boy you are less likely than anyone else in Britain to go to university’. So said Prime Minister May in her maiden speech.

Mary-Claire Travers traces the educational trajectories of a group of white working-class young men who have succeeded academically and who tell her eloquently about how and why they did so. The author’s positive research and insightful analysis makes for a unique contribution to the study of social mobility and social justice. She and her participants offer policymakers, education researchers and teacher educators vital evidence-based recommendations for tackling the long-standing issue of white working-class boys’ academic underachievement.

‘These fascinating interviews with 15 young men as they progress through their university experience suggest ways of resolving the age-old problem of under-achievement by white working-class boys. A must-read study.’ — Carol V. Robinson , Dr Lee’s Professor of Physical Chemistry, University of Oxford

Dr Mary-Claire Travers is an academic researcher at UCL Institute of Education.

Mary-Claire Travers

Teachers matter

White Working-ClassBoys:Teachers matter

ISBN 978-1-85856-840-9

9 781858 568409

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‘A truly fascinating study. It shows why and how individuals can make a difference, and why background is not everything. But it also should give universities pause.’ – Baroness Alison Wolf, Sir Roy Griffi ths Professor of Public Sector Management, King’s College London

‘If you are a white working-class boy you are less likely than anyone else in Britain to go to university.’ So said Prime Minister May in her maiden speech. Mary-Claire Travers traces the educational trajectories of a group of white working-class young men who have succeeded academically and who tell her eloquently about how and why they did so. The author’s positive research and insightful analysis makes for a unique contribution to the study of social mobility and social justice. She and her participants offer policymakers, education researchers and teacher educators vital evidence-based recommendations for tackling a long-standing issue.


White Working-Class Boys NEW

Teachers matterMary-Claire Travers


20 Bedford Way

London

WC1H 0AL

http://www.ucl-ioe-press.com

ISBN 978-1-85856-823-2

9 781858 568232

TrenthamBooks

SO

MA

LI PA

RE

NT

S A

ND

SC

HO

OLIN

G IN

BR

ITAIN

M

oham

ed K

ahin and C

atherine Wallace

TrenthamBooks

‘ … essential reading for anyone interested in the education of children of migrant backgrounds … permeated by critical refl ections on how the Somali community could better participate in their children’s school life, how mainstream schools should more effectively engage with Somali parents, and how society should challenge discrimination.’ — Dr Ana Souza, Senior Lecturer in TESOL and Applied Linguistics, Oxford Brookes University

Although Somalis have settled in the UK in substantial numbers, the schooling needs of Somali children have received little attention, except for in Mohamed Kahin’s Educating Somali Children in Britain (1997). This new book, completed by Professor Catherine Wallace after his death, continues his work in this area, with a focus on how parents can maximize the achievement of Somali pupils in UK schools. Much will be applicable to other minority groups, and to families in global societies of increasingly diverse ethnic, class and cultural backgrounds.

‘ … reveal[s] the complexities of diasporic families navigating their ways through a not always welcoming educational environment.’ — David Block, Professor in Sociolinguistics, ICREA/Universitat de Lleida

‘ … makes a really compelling case for dialogue and partnership between mainstream schools, Somali parents and supplementary schools.’ — Marilyn Martin-Jones, Professor Emerita, University of Birmingham, UK

Mohamed H. Kahin was a teacher in the Language Service of the London Borough of Hounslow. This book is based on his PhD research, which was nearing completion at the time of his death in 2011.

Catherine Wallace is Professor Emerita in Language and Literacy Education at UCL Institute of Education. Somali Parents

and Schooling in Britain

Mohamed Kahin and Catherine Wallace

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Somalis have settled in the UK in signifi cant numbers, yet Somali children’s schooling needs have been largely ignored. Only Mohamed Kahin’s Educating Somali Children in Britain, published in 1997, offered insights and information to those responsible for their schooling. In this new book, completed by Professor Catherine Wallace after his death, Kahin explores the ways Somali parents can optimize the achievement of their children in UK schools. His fi ndings are relevant to other minority groups, and to families in ethnically and culturally diverse societies elsewhere.

September 2017, 128 pages, 234 x 156mm, £19.99/$32.95Paperback 978-1-85856- 823-2Kindle 978-1-85856-826-3PDF 978-1-85856-824-9

Somali Parents and Schooling NEW

in BritainMohamed Kahin and Catherine Wallace




SITES

OF R

ESIS

TAN

CE

A

ndrew R

yder

ISBN 978-1-85856-697-9

9 781858 566979


20 Bedford Way

London

WC1H 0AL


TrenthamBooks

‘… a work of stunning attractiveness, deep insight and great originality, using the methods of ethnography, participant observation and direct interaction.’ – Dr Marius Taba, Educationalist and Roma community campaigner

This account of Gypsy, Roma and Traveller policy and practice in education, social policy and politics is enriched with reflection, theoretical analysis and biographical narratives. It draws on the author’s 25 years’ experience of working as an activist, educationalist and researcher for Gypsy, Roma and Traveller rights.

Sites of Resistance is essential reading for service providers, campaigners and academics. It illustrates how crucial it is that that those at the margins have agency and are empowered in the quest for social justice, and that those in school, community and the academy who are working ‘with’, ‘for’ or ‘on’ Traveller communities reflect critically on their practice.

‘… combine[s] self-reflexive scientific analysis with professional practice and engaged activism … Sites of Resistance deserves a wide audience.’ – Professor Miklos Hadas, Corvinus University Budapest

Andrew Ryder is Associate Professor at Corvinus University in Budapest and Associate Fellow at the Third Sector Research Centre at the University of Birmingham.

TrenthamBooks

SITES OF RESISTANCEGypsies, Roma and Travellers in school, community and the academyAndrew Ryder

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This account of Gypsy, Roma and Traveller policy and practice in education, social policy and politics draws on the author’s 25 years of working as an activist, educationalist and researcher for Gypsy, Roma and Traveller rights. Enriched with refl ection, theoretical analysis and biographical narratives, the book offers invaluable insights to service providers, campaigners and academics. It shows how crucial it is for those in school, community and the academy who work ‘with’, ‘for’ or ‘on’ Traveller communities to refl ect critically on their practice so that those at the margins are empowered and have agency in their quest for social justice.


Sites of Resistance NEW

Gypsies, Roma and Travellers in school, community and the academyAndrew Ryder

ED

UC

ATO

R M

OS

T E

XT

RA

OR

DIN

AR

Y

Jo

nathan M. D

aube

ISBN 978-1-78277-212-5

9 781782 772125


20 Bedford Way

London

WC1H 0AL


‘These collected memories of an extraordinary educator form a deep critique of the marketization of education. For this wartime resistance fighter, despair was not an option. Harry Rée’s ideas of public service and lifelong learning remain a beacon.’ — Beverley Naidoo, Writer

This is the extraordinary story of Harry Rée, ‘the pre-eminent educationalist of the post-War years’. The youngest of eight children, he went to Cambridge and then into teaching, and after ten years as headmaster of Watford Boys’ Grammar School he became a fervent advocate for comprehensives. The first professor appointed at the University of York, he argued for innumerable causes: community education, comprehensives, curricular reform, voluntary suicide, and much else. His life and thought explored such questions as: What can you do if you truly believe in the power of education? What does it mean to live a life committed to public service? Is one person’s compromise another’s sell-out? And what does it mean to be a visionary?

‘Jonathan Daube has woven a multitude of personal memori es into a coherent picture of this Educator Most Extraordinary. This is the Harry Rée whom I remember with such affection and gratitude.’ — George Walker, former Director General, International Baccalaureate

‘Harry Rée was a humane, open-minded, generous-spirited and engaging educationalist. He thoroughly merits Jonathan Daube’s humane, open-minded, generous-spirited and engaging account of his influential life.’ — Professor Eric Midwinter, social historian and educationalist

Dr Jonathan Daube lives in western Massachusetts after a career as a teacher, teacher educator, and college president of institutions in Massachusetts and Connecticut.

Jonathan M. Daube

Educator Most ExtraordinaryThe life and achievements of Harry Rée 1914 –1991

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This is the extraordinary story of Harry Rée, ‘the pre-eminent educationalist of the post-War years’. The youngest of eight children, he went to Cambridge and then into teaching, and after ten years as headmaster of Watford Boys’ Grammar School he became a fervent advocate for comprehensives. The fi rst professor appointed at the University of York, he argued for innumerable causes: community education, comprehensives, curricular reform, voluntary suicide, and much else. His life and thought explored such questions as: What can you do if you truly believe in the power of education?

August 2017, 269 pages, 234 x 156mm, £24.99/$41.95Paperback 978-1-78277-212-5 PDF 978-1-78277-187-6

Educator Most Extraordinary NEW

The life and achievements of Harry Rée, 1914–1991Jonathan M. Daube





20 Bedford Way

London

WC1H 0AL


Among the many life transitions that individuals must master throughout their lives, the transition to adulthood ranks very high in terms of importance, complexity and uniqueness. It involves the completion of education, and the assumption of new social roles and responsibilities, at a time when previous institutional structures that guided transitions throughout the school system are falling away. It also involves great uncertainties about the future, especially during periods of rapid social change.

Using robust evidence from large scale, longitudinal and comparative studies, this collection emphasises the role of the context in which human development takes place. It addresses three major themes concerning the transition experiences of young people:

• social inequality and its impact on educational attainment

• the development of motivational processes related to achievement and wellbeing

• coping with uncertainty due to social and economic change.

The book brings together new research by leading experts and young scholars in psychology, sociology, economics, social policy and education. It will be relevant for social scientists from a broad range of disciplines, policymakers and for everyone interested in life course development, motivation theory, educational choice, attainment, and social participation.

Ingrid Schoon is Professor of Human Development and Social Policy at the UCL Institute of Education and Director of the International Fellowship Program, “PATHWAYS to Adulthood”.

Rainer K. Silbereisen is Professor of Developmental Psychology (Emeritus) at the University of Jena and Past-President of the International Union of Psychological Science (IUPsyS).

ISBN BARCODE Edited by Ingrid Schoon and Rainer K. Silbereisen

Pathw

ays to A

dultho

od

E

dited

by Ing

rid Scho

on and

Rainer K

. Silbereisen

PATHWAYSTOADULTHOOD

Educational opportunities, motivation and attainment in times of social change

IOE_ Pathways to Adulthood_Cover 3p.indd 1 21/08/2017 10:54

This book brings together research by leading experts and young scholars in psychology, sociology, economics, social policy and education to investigate how social inequality, individual motivation and social change make a difference to young people as they negotiate their transition to adulthood.

October 2017, 288 pages, 234 x 156mm, £24.99/$41.95Paperback 978-1-78277-208-8Kindle 978-1-78277-211-8PDF 978-1-78277-209-5

November 2017

These narratives by women of colour in British academia reveal a space dominated by whiteness and patriarchy, in which they must develop strategies for survival and success despite day-to-day experiences within faculties and departments that are shaped by race and gender.

Presented as a selection of autoethnographies, the book touches on common themes such as invisibility, hypervisibility, exclusion and belonging, highlighting intersectional experiences.

Contributors: Professor Claudia Bernard, Dr Jenny Douglas, Dr Ima Jackson, Dr Josephine Kwhali, Professor Heidi Safi a Mirza, Dr Elizabeth Opara, Aisha Richards and Dr Marcia Wilson

February 2018

Ten British graduates of African Caribbean heritage review their education, compulsory and post-compulsory, and their careers. They relate how they navigated the obstructions and micro-aggressions encountered while pursuing academic qualifi cations and discuss their choices of employment. A key text for education studies and teacher training courses.

Pathways to Adulthood FORTHCOMING

Educational opportunities, motivation and attainment in times of social change Ingrid Schoon and Rainer K. Silbereisen

Inside the Ivory Tower FORTHCOMING

Women of colour surviving and thriving in British academiaEdited by Deborah Gabriel and Shirley Anne Tate

Black Graduate Careers FORTHCOMING

and Educational JourneysUntold storiesAmanda Arbouin





20 Bedford Way

London

WC1H 0AL


TrenthamBooks

ISBN 978-1-85856-819-5

9 781858 568195

TrenthamBooks

INCLUSIVE EDUCATIONAL

PRACTICE IN EUROPE

PSYCHOLOGICAL PERSPECTIVES

Inclusive Educational Practice in Europe

Edited by Christopher A

rnold and Jacqueline Horan

Edited by Christopher Arnold and Jacqueline Horan

‘There is renewed interest and excitement about educational inclusion, stemming from its many proven benefi ts to children and young people … [the] focus on the practical application of psychology for the promotion of successful inclusive practice makes this book a valuable resource for educationalists across Europe and beyond.’— Dr Brian Apter, Chair, British Psychological Society’s division of Educational and Child Psychology

The inclusion of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don’t adjust readily to school. This book collates the fi ndings and practice of psychologists working in schools and educational settings in 13 European states, and will be essential reading for school psychologists, teachers and school leaders .

The authors present enlightening fi rst-hand and up-to-date accounts of the debates, tensions and successes that concern this four-decade-long international movement to keep children in education. Each chapter opens with a table of key facts relating to inclusion in that country, to enable comparison. All are by leading practitioners, who represent their countries in the European Federation of Psychological Associations (EFPA) through the Standing Committee of Psychologists in Education.

Dr Christopher Arnold is an educational psychologist who has worked with vulnerable young people for more than thirty years.

Dr Jacqueline Horan is an educational psychologist working in schools in Dublin.

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Enlightening fi rst-hand and up-to-date accounts of the debates, tensions and successes that concern this four-decade-long international movement to keep children in education. All chapters are written by leading practitioners, who represent their countries in the European Federation of Psychological Associations (EFPA) through the Standing Committee of Psychologists in Education. This book collates the fi ndings and practice of psychologists working in schools and educational settings in 13 European states, and will be essential reading for school psychologists, teachers and school leaders.

July 2017, 298 pages, 234 x 156mm, £24.99/$42.95Paperback 978-1-85856-819-5Kindle 978-1-85856-822-5PDF 978-1-85856-820-1

Inclusive Educational Practice in Europe Psychological perspectives Edited by Christopher Arnold and Jacqueline Horan

TrenthamBooks


20 Bedford Way

London

WC1H 0AL


TrenthamBooks

PREVENTING DROPOUTLessons from Europe

CHRISTOPHER ARNOLD and TRACEY BAKER

PR

EV

ENTIN

G D

RO

PO

UT

Christopher A

rnold and Tracey Baker

‘Preventing Dropout will make any practitioner think at a more complex, informed level, and prompt policymakers to design supportive contexts that recognize the real difficulties in the lives and families of some young people.’ — Carl Parsons, Visiting Professor of Social Inclusion Studies, University of Greenwich

This book describes an initiative that has proved effective in keeping more young people from dropping out of education, training or employment. The authors present case studies based on in-depth interviews with participants from five widely divergent European countries – the UK, Spain, the Czech Republic, Hungary and Ireland – which illustrate the effectiveness of early intervention in young people’s lives. This independently verified study shows the significant personal and economic benefits gained by identifying the groups most vulnerable to dropout early on and then working with them proactively to keep them engaged in education.

‘A compelling read for all professionals and practitioners involved with or supporting young people – providing at one stroke a useful overview of existing support, a practical screening tool developed by staff closest to vulnerable young people, and rich interview data powerfully representing the authentic voices of the young people themselves.’ — Professor Jenny Bimrose, Institute for Employment Research, University of Warwick

‘Arnold and Baker’s book makes an important contribution to the literature in this field and is particularly strong in drawing out lessons for both practice and policy.’ — Tristram Hooley, Professor of Career Education, University of Derby

Dr Christopher Arnold is an educational psychologist who has worked with vulnerable young people for more than thirty years.

Tracey Baker is a Personal Adviser at Connexions Sandwell and has worked on early identification for almost ten years.

ISBN 978-1-85856-808-9

9 781858 568089

IOE_Preventing Dropout_4p.indd 1 12/04/2017 08:49

‘A compelling read for all professionals and practitioners involved with or supporting young people – providing at one stroke a useful overview of existing support, a practical screening tool developed by staff closest to vulnerable young people, and rich interview data powerfully representing the authentic voices of the people themselves. – Professor Jenny Bimrose, Institute for Employment Research, University of Warwick

May 2017, 178 Pages, 234 x 156mm, £23.99/$39.95Paperback 978-1-85856-808-9Kindle 978-1-85856-811-9PDF 978-1-85856-809-6

Preventing DropoutLessons from EuropeChristopher Arnold and Tracey Baker




TrenthamBooks


20 Bedford Way

London

WC1H 0AL


TrenthamBooks

ISBN 978-1-85856-804-1

9 781858 568041

YO

UN

G A

ND

HO

ME

LES

S

Tina Byrom

and S

heine Peart

Young and Homeless

Exploring the education, life experiences and aspirations of homeless youth

‘The young homeless make their voices heard through this important study, demonstrating their resilience despite their all too evident vulnerability, and bringing their experiences to life. A very readable book, it illustrates the ways in which young homeless people can be supported to improve their life chances, whatever their initial disadvantages. Essential reading for those concerned to tackle the housing crisis, with policy implications for social justice agendas and young people more widely too.’ — Marjorie Mayo, Emeritus Professor of Community Development, Goldsmiths, University of London

Why do young people become homeless, and what might be done about it? This new study is important reading for academics and students of education, sociology or social work who wish to explore and understand the experiences of homeless young people. Their stories about their aspirations, experiences of schooling and the family breakdowns that culminate in their becoming homeless challenge tired assumptions about homelessness.

Through exploring one effective support service, the book provides positive and far-reaching strategies to assist young people in dif� cult predicaments back into secure accommodation.

‘In this standout text, Tina Byrom and Sheine Peart give authentic voice to the insights and experiences of homeless youth. Through a careful blend of grounded empirical analysis and innovative theoretical perspectives, they not only bring homeless young people’s harrowing and traumatic struggles to life but also provide a positive vision of cross-agency actions needed to resolve the issues. Carefully researched and accessibly written, the book is a must-read for those seeking to understand the multiple and underlying social and cultural factors that underpin youth homelessness.’ — Ross Deuchar, Professor of Criminology and Assistant Dean, University of the West of Scotland

Dr Tina Byrom is a consultant researcher with some 25 years’ teaching experience across compulsory, post-compulsory and higher education.

Dr Sheine Peart is Senior Lecturer in Education at Nottingham Trent University.

IOE_Young and Homeless_3p.indd 1 12/07/2017 08:21

Civil S

ociety O

rganizatio

ns in Turbulent T

imes

Lind

a Milb

ourne and

Ursula M

urray (eds)

ISBN 978-1-85856-815-7

9 781858 568157


20 Bedford Way

London

WC1H 0AL


TrenthamBooks

‘This book is a hugely important, critical refl ection on the challenges facing civil society organizations in neoliberal times. Its contributors raise fundamental questions about autonomy, resilience and resistance, and demand the imagination to face them.’— Jon Burnett, Researcher and Assistant Editor, IRR News, Institute of Race Relations

Fundamental changes to British social policy have seen civil society organizations assume a signifi cant role in welfare provision, but chasing money and status have come at a high price. What has happened to integrity and morality, when many voluntary service organizations have become trapped in a gilded web of neo-liberal arrangements and a rapidly privatizing services industry? Why are they reinforcing the social, economic and political systems they were originally established to reform?

Drawing on contemporary research conducted in diverse service fi elds and from varied theoretical frameworks, the book offers vital analysis for people studying and working in civil society organizations, and for those concerned to reawaken the critical voices and independent spaces that could challenge the growing inequalities and failures of current social systems.

‘This book is required reading for those seriously interested in thinking about the future of civil society in the UK in a post-Brexit, post-Trump world. It makes the case for our need to fi nd spaces for resistance, and poses a stark question: is civil society a consensual glue, or a place for dissenting voices?’ — Professor John Diamond, Director of the Institute for Public Policy and Professional Practice, Edge Hill University UK

‘Written by and for both academics and practitioners, it is an absorbing and highly readable collection that provides valuable insights into the ethical dimensions of voluntary action.’ — Dr Armine Ishkanian, Department of Social Policy, London School of Economics

Dr Linda Milbourne is a former department head at Birkbeck, University of London, and an associate fellow at the Third Sector Research Centre, University of Birmingham, undertaking community-based critical social-policy research.

Dr Ursula Murray is a former lecturer and honorary teaching fellow in social policy at Birkbeck, University of London, undertaking research into the political economy of civil society and the public sector. Trentham

Books

Civil Society Organizations in Turbulent Times

A gilded web?

Edited by Linda Milbourne

and Ursula Murray

IOE_Civil Society Organizations_3p.indd 1 11/04/2017 12:03

Why have civil society organizations become trapped in a gilded web of privatized, neo-liberal arrangements, reinforcing the systems they were established to reform? Fundamental changes to British social policy has seen civil society organizations assume a signifi cant role in welfare provision, but chasing money and status have come at a high price. Drawing on contemporary research from diverse fi elds, this book aims to reawaken the critical voices that could challenge the growing inequalities and failures of current social systems.

May 2017, 224 pages, 234 x 156mm, £22.99/$37.95Paperback 978-1-85856-815-7Kindle 978-1-85856-818-8PDF 978-1-85856-816-4

Civil Society Organizations in Turbulent TimesA gilded web?Edited by Linda Milbourne and Ursula Murray

This new study is important reading for academics and students of education, sociology or social work who wish to better understand the experiences of homeless young people. The stories they tell about their aspirations, experiences of schooling and the family breakdowns that culminate in their becoming homeless challenge tired assumptions about homelessness.

Exploration of one effective support service that brings stability to young lives indicates positive and far-reaching strategies to assist young people in diffi cult predicaments back into secure accommodation.

August 2017, 188 pages, 234 x 156mm, £17.99/$29.95Paperback 978-1-85856-804-1Kindle 978-1-85856-830-0PDF 978-1-85856-828-7

Young and Homeless NEW

Exploring the education, life experiences and aspirations of homeless youthTina Byrom and Sheine Peart




FAM

ILY JIG

SA

WS


TrenthamBooks

‘Thought-provoking and insightful information for grandparents and those interested in parenting and inter-generational relationships. This work will help build bridges between all those involved in raising multilingual children.’ — Dr Muhammad Abdul Bari, educationalist, author and parenting consultant

‘A many-layered exploration and celebration of the special role and value of grandmothers for children as they grow and learn.’ — Susan Langford MBE, Director, Magic Me

‘What makes this book so unique is the way the author interweaves her research findings with her own experiences as a young second generation migrant who came to the UK at the age of nine.’ — from the Foreword by Eve Gregory, Professor Emerita, Goldsmiths, University of London

TrenthamBooks

ISBN 978-1-85856-783-9

9 781858 567839

FAMILY JIGSAWSGrandmothers as the missing

piece shaping bilingual children’s learner identities

MAHERA RUBYForeword by Eve Gregory

This exciting ethnographic study spotlights the multiple identities of three third-generation British-born Bangladeshi children in London’s East End as they learn with their teachers, mothers and grandmothers. The book reveals for the fi rst time the remarkable ability of young bilingual children to compartmentalize their learning and become fl exible learners. It is the fi rst to show how it is children’s interactions with their grandmothers – who often speak no English – that most powerfully enhance and extend their educational and cultural experiences. Teachers and teacher educators take heed: these new insights have profound implications for policy, classroom practice and pedagogy.


Family JigsawsGrandmothers as the missing piece shaping bilingual children’s learner identitiesMahera Ruby

Mu

slim M

oth

ers and

their C

hild

ren’s Sch

oo

ling

S

uma D

in

ISBN 978-1-85856-795-2

9 781858 567952


20 Bedford Way

London

WC1H 0AL


‘In the wake of the hysteria of school jihadi brides and terrorist sons, this timely and well researched book “lifts the veil” on the mythology of “bad Muslim mothers”, with powerful stories of love and educational commitment against the odds.’ — Heidi Safi a Mirza, Professor of Race, Faith and Culture, Goldsmiths, University of London

‘…a rare and compelling insight into the views of Muslim mothers about their children’s education … an essential read for all professionals who work in education.’ — Sameena Choudry, Founder of Equitable Education

This book brings the voices of Muslim mothers into the discourse on parent–school relations. What they say is essential reading for teachers, student teachers, sociology of education students, policy-makers and those working with families.

Suma Din’s study gives voice to over 50 women from a wide range of African, Arab and Asian backgrounds, all social classes, some of them immigrants but many of them born in the UK. They speak about the hijab, choice of schools, religious festivals, the curriculum, the Prevent strategy, sex and relationship education and much else.

The book sheds light on their identities, experiences and challenges as they support their children through state schools in Britain.

‘The fi ndings of her study are of great importance, not just to policymakers but also Muslim communities in general … highly recommended for teachers, parents, policymakers and researchers.’ — Professor Tahir Abbas, Senior Research Fellow @RUSI

Suma Din is a writer, researcher and educator who has worked with parents in the Adult Learning sector. She has over two decades’ experience in the voluntary sector, supporting women and children’s projects and interfaith work.

TrenthamBooks

TrenthamBooks

Suma Din

AND THEIR CHILDREN’S SCHOOLING

MUSLIM MOTHERS

IOE_Muslim Mothers Cover_4p.indd 1 04/01/2017 17:10

Muslim Mothers and their Children’s SchoolingSuma Din

‘The fi ndings of [this] study are of great importance, not just to policymakers but also Muslim communities in general. The voices of Muslim women in relation to their children’s schooling are told in an articulate and insightful manner, all in a process to help improve understanding, trust and engagement. This book is highly recommended for teachers, parents, policymakers and researchers, all working away to understand the myriad issues facing mothers, children and the education system.’— Professor Tahir Abbas, Senior Research Fellow at the Royal United Services Institute, London

January 2017, 152 pages, 234 x 156mm, £24.99/$41.95Paperback 978-1-85856-795-2Kindle 978-1-85856-798-3PDF 978-1-85856-796-9

FEATURED ON THE TEACHFIRST COMMUNITY PAGE




Invisibly BlightedThe digital erosion

of childhood

Sandra Leaton Gray and Andy Phippen

INV

ISIB

LY B

LIG

HT

ED

San

dra L

eaton

Gray an

d A

nd

y Ph

ipp

en


20 Bedford Way

London

WC1H 0AL


‘Invisibly Blighted touches a nerve with a sharp analysis of our digitized society from the point of view of a child. How risky is it to be a child? How does childhood fi t within a highly technological society? Should parents respect the digital privacy of their children? How should we deal with sexting? The authors refl ect on these issues with wit and heart, defi ning what it means to be human in a digital world.’— Dr Kari Kivinen, Head of the Lycée franco-fi nlandais d’Helsinki, former Secretary-General of the European Schools

Children carry the weight of other people’s expectations on their shoulders, and in the technological age that represents a bigger burden than it ever has before. This book is a manifesto for a different digital future for children, in which their rights are respected and their identities are free. It explores new ways of understanding children’s risk, schooling, biometrics, privacy issues and technology innovation. Aimed at anyone who has sensed the cultural shift in childhood currently taking place, Invisibly Blighted helps readers think more deeply about what it means to be a child in the digital world today.

‘The overlap between childhood and new digital playgrounds – and the challenges therein – is one of the most important new spaces for us to clarify, analyse and map, and Sandra Leaton Gray is one of our most readable, informed and convincing navigators.’— Tom Bennett, founder of researchED, author, and behaviour adviser to the Department for Education

‘The way any society prepares and cares for its children is one of its toughest tests. In the twenty-fi rst century, ideas about childhood, about what it means to be a child, are shifting as a result of rapid social, demographic and technological change. This book asks profound questions about how we discharge our responsibilities to children, and how we prepare them as the citizens of the future.’— Professor Chris Husbands, Vice-Chancellor, Sheffi eld Hallam University

Sandra Leaton Gray is Senior Lecturer in Education at the UCL Institute of Education.

Andy Phippen is Professor of Children and Technology at the Plymouth University Business School.

ISBN 978-1-78277-050-3

9 781782 770503

IOE_InvisiblyBlighted_Final.indd 1 13/03/2017 15:31

‘I recommend it for school leaders, safeguarding offi cers, parents, [and] teacher book clubs.’ – Cath Murray, reviewing for Schools Week, May 2017

‘The overlap between childhood and new digital playgrounds – and the challenges therein – is one of the most important new spaces for us to clarify, analyse and map, and Sandra Leaton Gray is one of our most readable, informed and convincing navigators. This book contributes enormously to our understanding of the perils, opportunities and implications that face our children and their adult counterparts.’– Tom Bennett, Founder of researchED, author, and behaviour adviser to the Department for Education

March 2017, 126 pages, 234 x 156mm, £19.99/$32.95Paperback 978-1-78277-050-3Kindle 978-1-78277-200-2PDF 978-1-78277-198-2

Invisibly BlightedThe digital erosion of childhoodSandra Leaton Gray and Andy Phippen

Su

ccess Sto

ries from

Seco

nd

ary Foreig

n Lan

gu

ages C

lassroo

ms

Christie and

Conlon (ed

s)

ISBN 978-1-85856-788-4

9 781858 567884


20 Bedford Way

London

WC1H 0AL


‘This book is a testament to the invaluable and irreplaceable working partnerships developed by providers of teacher training and schools.’ – Andy Jackson, Head of Languages, Gladesmore Community School

‘The examples and reflections … show how professionals working together tackle our ongoing challenges positively.’ – Steven Fawkes, Association for Language Learning

With the benefits of the university contribution to initial teacher education in the spotlight, this book illustrates what successful university–school partnerships can offer. The six case studies describe best practice from across London ITE partnerships, where a strong theoretical framework underpins Languages learning in secondary school. Against the backdrop of ever-changing policy and ever-evolving theory, this book highlights practical approaches that will keep students learning languages after the age of 14.

Colin Christie and Caroline Conlon are subject leaders for the PGCE Languages course at the UCL Institute of Education, London.

‘… a seminal text for all reflective practitioners who strive to make the communicative environment a stimulating, effective space day in and day out.’ – Anneli McLachlan, MFL educator, consultant and writer

‘All colleagues involved in languages education … will find this publication fascinating reading.’ – Ruth Bailey, teaching fellow and PGCE director, Graduate School of Education, University of Bristol.

TrenthamBooks

SUCCESS STORIES

FOREIGN LANGUAGESFROM SECONDARY

CLASSROOMS

Models from London school partnerships with universities

Edited by Colin Christie and Caroline Conlon

TrenthamBooks

IOE_Success Stories Cover_4p.indd 1 04/10/2016 17:12

This book illustrates what successful university–school partnerships can offer. The six case studies describe best practice from across London Initial Teacher Education partnerships, where a strong theoretical framework underpins Languages learning in secondary school. Against the backdrop of ever-changing policy and ever-evolving theory, this book highlights practical approaches that will effectively keep students learning languages after the age of 14.

‘The examples and refl ections are highly relevant to elements of the new curriculum and exams. … They are realistic and show how professionals working together tackle our ongoing challenges positively.’ – Steven Fawkes, Association for Language Learning (ALL)

November 2016, 158 pages, 234 x 156 mm, £22.99/$37.95Paperback 978-1-85856-788-4Kindle 978-1-85856-791-4PDF 978-1-85856-789-1

Success Stories from Secondary Foreign Languages ClassroomsModels from London school partnerships with universities Edited by Colin Christie and Caroline Conlon




How can teachers foster good reading in pupils aged 7–11? This book explains the way to do it.

What is this book about? Reading comprehension is so much more than just reading words, and this book explains how to develop all aspects of it for pupils aged 7–11. Written by top experts in the fi eld, it includes 11 in-depth case studies – taken from real-life classrooms – of lessons on fi ction and non-fi ction, poetry and picture books, advertising and fi lm.

Why is it needed? Guided reading, widely used in English lessons, has never been satisfactorily examined for children in this age range. Once they have learnt how to read, pupils need support to develop strategies to extend their comprehension: What does the text say? What does it mean? How do I feel about it?

What is special about guiding readers? We can guide readers whenever we open discussions by exploring their understanding rather than telling them. This book shows teachers how it can be done with real classroom examples.

Who is it for? All teachers of children aged 7–11, English subject leaders, literacy coordinators, student teachers, teacher-educators, librarians, tutors and reading specialists.

August 2016, 224 pages, 279 x 216mm, £24.99/$41.95Paperback 978-1-78277-182-1PDF 978-1-78277-183-8

Guiding Readers KEY TEXTBOOK

Layers of meaning A handbook for teaching reading comprehension to 7–11 year oldsWayne Tennent, David Reedy, Angela Hobsbaum and Nikki Gamble

Winner of the UKLA 2017 Academic Book Award

For an academic text about the teaching of English for teachers, students, consultants or HE tutors which makes a lasting, signifi cant contribution to the teaching of English.




‘The authors have produced an excellent resource book for professional development focussed on early reading development. Grounded in extensive research evidence and deep practical experience, schools and teachers will fi nd it of real value.’– David Reedy, Principal Adviser, Primary Schools, London Borough of Barking and Dagenham

This book explores how schools and teachers can implement guided reading more confi dently and more effectively. It demonstrates how to develop word-reading skills, reading for meaning and reading for information.

It includes a CD-ROM with a fully searchable database to help in choosing the most appropriate books at the right level. It includes a full listing of colour-banded titles, allowing teachers to use their existing libraries more effectively while also informing decision-making about new resources. There are also professional development resources in each section.

‘At last there is a comprehensive and well thought-through guide to reading in school that goes beyond the phonics diet we are told all children need. It goes much deeper than soundbites: it gives schools not only a working policy but also clear guidance about hands-on practice. … This book feels like it has been written by people who are not only experts in their fi eld but have done – and can still do – the job I am trying to do. It offers practical advice backed up by research and experience.’– Penny Blewitt, assistant headteacher and class teacher, Our Lady’s Primary School, Tower Hamlets

February 2014, 184 pages, 297 x 210mm, £30.99/$51.95Mixed Media/Spiral Bound (includes CD-ROM) 978–1–78277–022–0

Which Book and Why KEY TEXTBOOK

Using Book Bands and book levels for guided reading in Key Stage 1Edited by Sue Bodman and Glen Franklin




‘Julia Hope takes us beyond reviewing or criticising children’s literature: she sits amongst children who are reading, discussing and examining some children’s books that tackle one of the most pressing issues of today. This is an important read for anyone interested in how children interpret literature.’— Michael Rosen, Writer, poet, performer, broadcaster and Professor of Children’s Literature, Goldsmiths, University of London

‘It could happen to anybody’, observed one nine-year-old child when her teacher read a book in class about refugees. Fiction provides the perfect conduit for the experiences of refugees so that young refugee students feel their experiences are validated, and their peers come to understand their situation.

In this book, Julia Hope explores ways of engaging in class with children’s books about refugees. Using Beverley Naidoo’s novel The Other Side of Truth along with a book aimed at younger children – Mary Hoffman’s The Colour of Home – Hope offers concrete case studies on how children’s literature about refugees can be used productively in the classroom.

As more and more people fl ee wars, violence and political oppression, this book gives teachers both pedagogical support and knowledge of the resources, and shows how they can tackle this challenging topic. It is indispensable for educators of younger children and for researchers who are interested in controversial children’s literature.


Children’s Literature about RefugeesA catalyst in the classroomJulia Hope

CH

ILDR

EN

’S LIT

ER

AT

UR

E A

BO

UT

RE

FUG

EE

S

JU

LIA H

OP

E

ISBN 978-1-85856-696-2

9 781858 566962


20 Bedford Way

London

WC1H 0AL


‘This is an important read for anyone interested in how children interpret literature.’ – Michael Rosen, Writer, poet, performer, broadcaster and Professor of Children’s Literature, Goldsmiths, University of London

‘It could happen to anybody’, observed one nine-year-old child when her teacher read a book in class about refugees. Fiction provides the perfect conduit for the experiences of refugees so that young refugee students feel their experiences are validated, and their peers come to understand their situation.

In this book, Julia Hope explores ways of engaging in class with children’s books about refugees. Using Beverley Naidoo’s novel The Other Side of Truth along with a book aimed at younger children – Mary Hoffman’s The Colour of Home – Hope offers concrete case studies on how children’s literature about refugees can be used productively in the classroom.

As more and more people fl ee wars, violence and political oppression, this book gives teachers both pedagogical support and knowledge of the resources, and shows how they can tackle this challenging topic. It is indispensable for educators of younger children and for researchers who are interested in controversial children’s literature.

‘This book showcases both the importance of listening to children’s voices and the power of the primary teacher as a mediator of text.’ – Dr Anne Dolan, Lecturer in Primary Geography, Mary Immaculate College, University of Limerick

Dr Julia Hope is a Lecturer in Primary Education and a specialist in children’s literature at Goldsmiths, University of London.

CHILDREN’S LITERATURE ABOUT REFUGEESA CATALYST IN THE CLASSROOM

JULIA HOPE

TrenthamBooks

TrenthamBooks

IOE_RefugeesInChildren'sLit_Cover_3p.indd 1 08/05/2017 13:31




Harold RosenWritings on life, language and learning, 1958–2008Edited with an introduction by John Richmond

‘This is a most welcome bringing-together of the writings of one of the most admired and infl uential thinkers and doers in the world of English teaching and language education in the second half of the 20th century.’– Professor Ronald Carter, School of English, University of Nottingham and Cambridge Language Sciences, University of Cambridge

Harold Rosen was a leader of thought in the world of English teaching in the second half of the twentieth century. He and his colleagues forged and sustained a new understanding of the purpose and possibilities of the subject English within the school curriculum. This tribute to Harold’s life and work contains over 50 pieces of his writing, including some of his stories and poems.

Harold’s educational writings are grouped under three headings:

• The politics of language and English teaching

• The role of language in learning

• Story

Interspersed amongst the educational writings are some of Harold’s stories and poems.

‘...those who have not yet met him will relish the wit, incisiveness and principle of this remarkable man.’— Eve Bearne, United Kingdom Literacy Association

‘A reader of this collection will appreciate the great contribution Harold Rosen made to education, language and literature.’— Professor Neil Mercer, University of Cambridge

March 2017, 582 pages, 240 x 169mm, £24.99/$49.95Paperback 978-1-78277-189-0Kindle 978-1-78277-203-3PDF 978-1-78277-201-9

Harold RosenEdited with an introduction by John Richm

ond

UCL IOE Press

20 Bedford Way

London

WC1H 0AL


‘Those of us who knew Harold will enjoy hearing his voice again; those who have not yet met him will relish the wit, incisiveness and principle of this remarkable man.’ – Eve Bearne, United Kingdom Literacy Association

‘A reader of this collection will appreciate the great contribution Harold Rosen made to education, language and literature.’ – Professor Neil Mercer, University of Cambridge

Harold Rosen was a leader of thought in the world of English teaching in the second half of the twentieth century. He and his colleagues forged and sustained a new understanding of the purpose and possibilities of the subject English within the school curriculum. Beyond the constituency of people teaching English in secondary schools, Harold’s teachings, writings and activities illuminated many more people’s understanding of the relationship between language and learning in any context, whatever the age of the learner and the content of the learning. This tribute to Harold’s life and work contains over 50 pieces of his writing. Harold’s educational writings are grouped under three headings:

• The politics of language and English teaching• The role of language in learning• Story

Interspersed amongst the educational writings are some of Harold’s stories and poe ms.

‘This is a most welcome bringing-together of the writings of one of the most admired and infl uential thinkers and doers in the world of English teaching and language education in the second half of the 20th century.’– Professor Ronald Carter, University of Nottingham and Cambridge Language Sciences, University of Cambridge

John Richmond has been an English teacher, a local authority adviser, an of� cer on national curriculum development projects in the UK, and a commissioning editor in educational television in the UK and the USA.

ISBN 978-1-78277-189-0

9 781782 771890

Harold RosenWritings on life, language and learning, 1958–2008

Edited with an introduction by John Richmond

IOE_Harold Rosen_Cover_3p.indd 1 03/02/2017 15:40




Research a

nd Po

licy in Educa

tion

Geo

ff Whitty

Research and Policy in

EDUCATIONGeoff Whittywith Jake Anders, Annette Hayton, Sarah Tang and Emma Wisby

http://ioepress.co.uk

‘This is a timely and hugely significant book.’ – Hugh Lauder, Professor of Education and Political Economy, University of Bath

The OECD tells us that 90 per cent of education reforms are not properly evaluated. So it seems that governments have not lived up to their own ideals of evidence-informed policymaking.

Research and Policy in Education argues that education policy is as often driven by political ideologies as by solid research evidence. It explores this claim with case studies of:

• the Coalition government’s reform of teacher training towards a school-led approach;

• the use of evidence in international policy borrowing and the rhetoric of ‘what works’; and

• the deployment of policies that aim to narrow the social class achievement and participation gap.

The book concludes with a plea for more discipline-based research on education, and a reassertion of the importance of the sociology of education as an essential resource for making sense of contemporary education policy.

‘… a “must-read” for all those interested in social justice and the role of education in achieving it.’ – Professor Sir Tim Brighouse, Norham Fellow, University of Oxford, and formerly Commissioner for London Schools

Professor Geoff Whitty currently holds a Research Professorship at Bath Spa University and a Global Innovation Chair at the University of Newcastle, Australia. He was Director of the Institute of Education, University of London from 2000 to 2010, and a specialist adviser to the House of Commons Education Select Committee from 2006 to 2012.

ISBN 978-1-78277-084-8

9 781782 770848

Dew

ey in Our Tim

e Peter C

unningham

and Ruth H

eilbronn (ed

s)

ISBN 978-1-78277-170-8

9 781782 771708 www.ucl-ioe-press.com

‘This energetic volume gathers an international group of scholars and practitioners to consider Dewey’s legacy for teaching and learning theoretically, historically, and transculturally … Permeated with a vibrant and prospective tone, this book focuses on a Dewey we can all reflect upon, reconstruct, and enact to build a pluralistic and global progressive education in this century.’— A.G. Rud, Distinguished Professor, Washington State University, and president elect, John Dewey Society

‘Congratulations to Peter Cunningham and Ruth Heilbronn and their collaborators … The contributors have taken critical steps toward furthering the project of mapping Dewey’s conception of democracy and education in historical practice without neglecting Dewey’s philosophical grounding.’— Professor Rosa Bruno-Jofré, Queen’s University, Canada

Edited by Peter Cunningham and Ruth Heilbronn

Learning from John Dewey for transcultural practice

Dewey inOur Time

Dewey in Our Time brings together leading writers from the Americas, Asia and Europe who are actively engaged in applying Dewey’s thought to the challenges facing educational systems and teachers in school. Issues concerning equity, social justice, curriculum and pedagogy, teachers’ roles and their professional identity are considered. Dewey’s ideas provoked controversy during his own lifetime, and increasingly so with the dominant neoliberal trend of globalized politics in the twenty-fi rst century. His breadth of philosophical critique continues to be evoked and emulated by critical thinkers on education today.


Dewey in Our TimeLearning from John Dewey for transcultural practiceEdited by Peter Cunningham and Ruth Heilbronn

‘… a major contribution in the fi eld of sociology of education policy … from the evidence in this excellent book, this important scholar is at the top of his game.’— Steven J. Courtney, University of Manchester, British Journal of Sociology of Education, 38(3), 2017

The OECD tells us that 90 per cent of education reforms are not properly evaluated. So it seems that governments have not lived up to their own ideals of evidence-informed policymaking. Thus, education policy is as often driven by political ideologies as by solid research evidence. The book argues for more discipline-based research on education, and a reassertion of the importance of the sociology of education as an essential resource for making sense of contemporary education policy.

February 2016, 134 pages, 240 x 169mm, £24.99/$41.95Paperback 978-1-78277-084-8Kindle 978-1-78277-144-9PDF 978-1-78277-142-5

Research and Policy in Education Evidence, ideology and impactGeoff Whitty with Jake Anders, Annette Hayton, Sarah Tang and Emma Wisby




Valuing Higher Education

Ronald Barnett, Paul Temple and Peter Scott (eds)

ISBN 978-1-78277-174-6


‘The contributions from many leading academics recapitulate theory and policy development in ways that provide a valuable overview for students, policymakers and researchers alike, and remind us how Gareth Williams has played his part in shaping the whole field of research into HE.’ — Rob Cuthbert, Emeritus Professor of Higher Education Management, University of the West of England

‘This Festschrift provides a fitting tribute and well deserved appreciation in honour of his work by a range of distinguished scholars who use the opportunity to comment on the rise of markets, managerialism, and the uses of higher education – all themes that Gareth Williams himself pursued with passion, rigour and acumen.’ — Michael A. Peters, Professor of Education, Waikato University, New Zealand

Valuing Higher EducationAn appreciation of the work of Gareth Williams

Edited by Ronald Barnett, Paul Temple and Peter Scott

John D

ewey’s D

emo

cracy and E

ducatio

n Steve H

igg

ins and Frank C

offield (ed

s)

ISBN 978-1-78277-166-1


‘John Dewey’s Democracy and Education: A British Tribute provides an insightful and thought-provoking perspective on translating democracy into educational terms on the basis of Dewey’s theory. It is an important contribution to the field since it reflects deeply upon the fundamental issues and arguments regarding the role of education in a democratic society.’— Masamichi Ueno, Professor of Education, Daito Bunka University, Tokyo

‘This important collection is a testament to how important ideas resonate through time. It brings together a series of marvellously discerning contemporary contributions that amplify these ideas. Each reverberates with the voice of John Dewey while critically engaging with his work, edifying the reader and carrying on the task of scrutinizing the very basis of our shared humanity.’— Dr John Quay, Melbourne Graduate School of Education

Edited by Steve Higgins and Frank Coffield

John Dewey’s Democracy and Education

A British tribute

“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow”

In Valuing Higher Education, leading international analysts examine Gareth Williams’s contribution to shaping our thinking about the economics of higher education in essays that are a testimony to Williams’s conception that the fi eld cannot be properly understood unless viewed alongside social policy, changes in knowledge production, the life chances of students, and their actual learning experience. Behind all of the analyses stands the larger question: What is the value of higher education? The distinguished contributors critique contemporary developments in essays that will also inform further research and policymaking, not least in Williams’s own concluding response, which offers glimpses of future possibilities.


Valuing Higher EducationAn appreciation of the work of Gareth WilliamsEdited by Ronald Barnett, Paul Temple and Peter Scott

Some of the foremost historians, philosophers, psychologists, and sociologists of education working in Britain today mark the centenary of John Dewey’s Democracy and Education with a series of essays that show how its themes continue to resonate in the debates animating education in England, Scotland, Wales and Northern Ireland. The essays critique the current relationship between education and democracy, and explore the contemporary relevance of Dewey’s magnum opus for the role of education in societies which he characterized as ‘nominally democratic’.

June 2016, 190 pages, 234 x 156mm, £24.99/$35.00Paperback 978-1-78277-166-1Kindle 978-1-78277-169-2PDF 978-1-78277-167-8

John Dewey’s Democracy and EducationA British tributeEdited by Steve Higgins and Frank Coffi eld




Juggling Hig

her Ed

ucation S

tudy and Fam

ily Life Louise W

ebber


TrenthamBooks

‘This short yet rich book is easily accessible and avoids jargon. The inspirational voices of the case studies illuminate the power of education to transform learners’ lives and their communities.’ – Dr Vicky Duckworth, Reader in Education, Edge Hill University

‘Drawing on research and personal experience, this is a valuable guide for women who want to return to higher education but need to juggle this with family life. It provides practical strategies for success and also shows how such women bring tremendous reserves of knowledge and experience with them, making an invaluable contribution to the learning environments of universities and colleges.’ – Jocey Quinn, Professor of Education, Plymouth Institute of Education

TrenthamBooks

JUGGLINGHigher Education Study ANDAND

Family LFamily LFamily i

Family i

Family LiLFamily LFamily i

Family LFamily fe

Family fe

Family

Louise Webber

ISBN 978-1-85856-698-6

9 781858 566986

Women with families face particular challenges when they undertake Higher Education. Louise Webber uses theoretical perspectives to present practical and effective strategies for coping with the demands of study and with the stress of establishing new family routines. How can a mother manage it all? How will her family react to her changing identity when she becomes a student? Will they support her?

This book will help women in such situations, and deepen the understanding of tutors, lecturers and policymakers.

April 2017, 140 pages, 234 x 156mm, £19.99/$32.95Paperback 978-1-85856-698-6Kindle 978-1-85856-807-2PDF 978-1-85856-805-8

Juggling Higher Education Study and Family LifeLouise Webber

A CH

EMICA

L PA

SSION

Marelene Rayner-Canham

and Geoff Rayner-Canham

ISBN 978-1-78277-188-3

9 781782 771883


20 Bedford Way

London

WC1H 0AL


‘Already renowned as pioneers in the history of science education for women, the Rayner-Canhams have now produced a stimulating, in-depth account of chemistry teaching in girls’ schools between the middle of the nineteenth and twentieth centuries.’— Dr Patricia Fara, Clare College, Cambridge

Chemistry is traditionally thought to have been a masculine subject in secondary schools – one at which boys excelled and girls had limited interest. In this groundbreaking work Marelene and Geoff Rayner-Canham reveal that from the 1820s to the 1930s chemistry teaching fl ourished in girls’ independent schools in Britain. Working in well-equipped labs, generations of inspirational teachers imparted a lasting fascination for the subject in their pupils, many of whom became teachers or professional chemists themselves. For a variety of reasons that the authors investigate, this tradition tailed off before the Second World War, and a proud history was forgotten even in the schools where it had once fl ourished. The fruit of years of research in the archives of dozens of schools, the authors present a rich and multifaceted account that reveals the hidden history of a landmark achievement in the education of women.

‘The authors’ painstaking, but elegant, study of the archives of some 60 independent British girls’ schools reveals a forgotten world of dedicated women science teachers, enthusiastic pupils and well-equipped laboratories.’— William H. Brock, Emeritus Professor of History of Science, University of Leicester

‘An innovative and important book … It adds a new and personal dimension to our understanding of the history of girls’ scientifi c education.’— Edgar W. Jenkins, Emeritus Professor of Science Education Policy, University of Leeds

Marelene Rayner-Canham was laboratory instructor in physics at Memorial University’s Grenfell Campus, Newfoundland, and is now a researcher and author on the history of women in science.

Geoff Rayner-Canham is Professor of Chemistry at Memorial University’s Grenfell Campus, Newfoundland.

A CHEMICALPASSION The forgotten story of chemistry at

British independent girls’ schools, 1820s–1930s

Marelene Rayner-Canham and Geoff Rayner-Canham

IOE_A Chemical Passion_3p.indd 1 16/01/2017 12:49

In this groundbreaking work the authors reveal that from the 1820s to the 1930s chemistry teaching fl ourished in girls’ independent schools in Britain. Working in well-equipped labs, generations of inspirational teachers imparted a lasting fascination for the subject in their pupils, many of whom became teachers or professional chemists themselves. This tradition tailed off before the Second World War, and a proud history was forgotten even in the schools where it had once fl ourished. The fruit of years of archival research, this rich and multifaceted account reveals the hidden history of a landmark achievement in the education of women.

Download the appendices (free) from www.ucl-ioe-press.com

February 2017, 276 pages, 234 x 156mm, £26.99/$41.95Paperback 978-1-78277-188-3Kindle 978-1-78277-194-4PDF 978-1-78277-192-0

A Chemical PassionThe forgotten story of chemistry at British independent girls’ schools, 1820s–1930sMarelene Rayner-Canham and Geoff Rayner-Canham




Practical P

olitics

Titus Alexand

er

ISBN 978-1-85856-784-6

9 781858 567846


20 Bedford Way

London

WC1H 0AL


‘This book helps to explain why citizens who … wish to contribute …

in democratic politics need to understand the dynamics of politics, and

it helps us to educate the young in ways that will enable them to do

this.’ – Rt Hon Sir Oliver Letwin MP, Minister for Government Policy

in the Cabinet Offi ce, 2010 – 2016

‘Every head of department and leader in higher education should read this

book.’ – Professor Harold Goodwin, Manchester Metropolitan University

Politics affect everything we do. Every citizen needs to understand how the

system works and to learn the skills required to in� uence decisions. The

world’s most urgent problems are political; for democracy to work, everyone

needs the ability to do politics as a basic skill, like reading and writing.

This comprehensive handbook, with its wide-ranging and intriguing case

studies, provides the basic text for a new subject of practical politics that

should be offered in every education institution. It affords insight into power

and democracy at every level: family, of� ce and state, and shows how

education in practical politics can enable people to recognize and deal

with political problems.

Titus Alexander is founder of Democracy Matters and a Fellow

of the Bernard Crick Centre for Understanding Politics at Shef� eld University.

‘This timely and provocative book shows why practical politics matters.’

– Matthew Flinders, Chair, Political Studies Association

PracticalPolitics

TITUS ALEXANDER

LESSONS IN POWER AND DEMOCRACY

TrenthamBooks

TrenthamBooks

IOE_Practical Politics_5p.indd 1 21/09/2016 12:46

This comprehensive handbook, with its wide-ranging and intriguing case studies, provides the basic text for a new subject of practical politics that should be offered in every education institution. It affords insight into power and democracy at every level: family, offi ce and state, and shows how education in practical politics can enable people to recognize and deal with political problems.

November 2016, 208 pages, 234 x 156 mm, £24.99/$41.95Paperback 978-1-85856-784-6Kindle 978-1-85856-787-7PDF 978-1-85856-785-3

Practical PoliticsLessons in power and democracyTitus Alexander

‘This book argues powerfully for the role of picturebooks in teaching critical literacy, and also for incorporating global and justice perspectives in the classroom. It makes fascinating reading and is a rich resource for teachers of all ages of children.’– Margaret M. Clark, Emeritus Professor, University of Birmingham

Offers teachers and student teachers approaches for teaching children about development education and promoting intercultural understanding through carefully selected picturebooks.

March 2014, 192 pages, 234 x 156mm, £24.99/$41.95Paperback 978-1-85856-522-4 Kindle 971-85856-612-2PDF 978-1-85856-610-8

You, Me and Diversity Picturebooks for teaching development and intercultural educationAnne M. Dolan




The UK family of rating scales – ECERS-E, SSTEW and MOVERS – measures quality and well-being of the environment and pedagogy for the whole child, assessing the key domains of early learning: cognitive, social-emotional and physical.

Movement Environment Rating Scale (MOVERS) for 2–6-year-olds Provision Improving physical development through movement and physical activityCarol Archer and Iram Siraj

Carol Archer and Iram SirajForeword by Anthony Okely

Movement Environment Rating Scale (MOVERS) for 2–6-year-olds provision

Improving physical development through movement and physical activity

inclu

des

PHOTOCOPIABLE

reso

urces

‘MOVERS is an excellent tool for assessing quality in the support of young children’s physical well-being. It is scholarly, practical and helpful: I recommend it highly.’– Sandra Mathers, Department of Education, University of Oxford

This Rating Scale measures the quality of the environment and pedagogy that encourages young children to be physically active. It uses the methodology of the ECERS-E and SSTEW rating scales so will be familiar to educators who use these well-established scales.

MOVERS has four sub-scales:

• Curriculum, environment and resources for physical development• Pedagogy for physical development• Supporting physical activity and critical thinking• Parents/carers and staff

An invaluable tool for research, self-evaluation and improvement, audit, and regulation.

February 2017, 60 pages, 210 x 297 mm, £14.99/$29.00Spiral bound 978-1-85856-799-0PDF 978-1-85856-800-3




Assessing Quality in Early Childhood Education and CareSustained Shared Thinking and Emotional Well-being (SSTEW) Scale for 2–5-year-olds provision Iram Siraj, Denise Kingston and Edward Melhuish

This Scale is designed to be used alongside ECERS-E, ECERS-R or ITERS-R and other environment rating scales to construct a picture of high-quality intentional and relational pedagogy and practice in childhood education and care. It supports children aged 2 to 5 to develop skills in sustained shared thinking and emotional well-being, and enhance their relationships, communication and self-regulation. A valuable tool for research, self-evaluation and improvement, audit and regulation, and for professional development.

February 2015, 62 pages, 210 x 297 mm, £19.99/$32.95Spiral bound 978-1-85856-658-0PDF 978-1-85856-665-8

ECERS-E: The Early Childhood Environment Rating Scale Curricular Extension to ECERS-RKathy Sylva, Iram Siraj and Brenda Taggart

ECERS-E is an instrument for measuring quality in literacy, numeracy, science and diversity as observable in pre-school in relation to child cognitive and social/behavioural developmental outcomes for children aged 3–5. It complements the Early Childhood Rating Scales-Revised (ECERS-R), an internationally recognised measure of quality in education and care. This practical handbook offers detailed guidance on providing a quality environment in which young children and their learning can fl ourish.

January 2010, 64 pages, 210 x 297 mm, £16.99/$28.00Spiral bound 978-1-85856-479-1PDF 978-185856-565-1


UCL IOE PRESS OPEN ACCESS JOURNALS

22 For more journal news and information go to ucl-ioe-press.com/content/ioep/page/

Journals

The flagship journal of the UCL Institute of Education in London, the London Review of Education (LRE) reflects the Institute’s broad interests in all types of education in all contexts – local, national, global – and its commitment to analysis across disciplines using a variety of methodologies.

www.ingentaconnect.com/content/ioep/clre

Write for LREAll issues publish articles on a wide range of subjects. LRE welcomes abstracts or draft papers of around 6,000 words on any relevant subject at any time. Please send them to the editor, Hugh Starkey, Professor of Citizenship & Human Rights Education at the UCL Institute of Education ([email protected]). Visit LRE’s page at ucl-ioe-press.com for journal aims and scope, and notes for authors.

Many issues publish guest-edited features alongside general articles. Recent and forthcoming features:

• History education and student social identity (15.2, July 2017)

• Academic literacies (15.1, March 2017)

• Music in context (15.3, November 2017)

• Professional doctorates (16.1, March 2018)

All features are open for general submission. Visit LRE’s page at ucl-ioe-press.com for our special CALLS FOR PAPERS:

• Education and mobilities: Ideas, people and technologies (16.2, July 2018) – deadline for papers, 31 October 2017

• Multiculturalism, interculturalization and education (17.1, March 2018) – CFP forthcoming.

London Review of EducationThe open-access, peer-reviewed journal featuring rigorous, theoretically based research into contemporary education.

15 volumes available online; 3 issues per year

UCL IOE Press open-access journals are all free to write for and free to read. There are no article processing charges.


UCL IOE PRESS OPEN ACCESS JOURNALS

For more journal news and information go to ucl-ioe-press.com/content/ioep/page/ 23

INTERNATIONAL JOURNAL OF DEVELOPMENTEDUCATION ANDGLOBAL LEARNING

International Journal of Development Education and Global LearningRELAUNCHED in 2017 as an open-access publication

The internationally peer-reviewed journal that publishes outcomes of research and current debates on development education and related concepts such as global learning, global education and global citizenship.

9 volumes available online; now 2 issues per year

Research for AllLAUNCHED in 2017

A new open-access journal, Research for All focuses on research that involves universities and communities, services or industries working together. It highlights the potential in public engagement for robust academic study, development of involved communities and research that has impact.

1 volume available online; 2 issues per year

The International Journal of Development Education and Global Learning offers critical perspectives from around the world about research on educational initiatives seeking to develop greater understanding of the reasons for global inequality and how global issues affect everyday lives.

www.ingentaconnect.com/content/ioep/ijdegl

CALL FOR PAPERS – 10th anniversary issuesFROM THE PAST TO THE FUTURE: Changing roles and developing understandings of development education and global education in an uncertain globalized world

The journal will mark its 10th year by refl ecting back and thinking forwards about changes in understandings of development education and global education, and their role in a more uncertain globalized world. For full details, visit the journal’s page at ucl-ioe-press.com or contact the journal’s editor, Dr Clare Bentall ([email protected]).

Theoretical and empirical analysis features alongside authoritative commentary to explore engagement with different groups and their cultures. The journal is co-sponsored by the UCL Institute of Education and the National Co-ordinating Centre for Public Engagement (NCCPE).

www.ingentaconnect.com/content/ioep/rfa

Write for Research for AllWe welcome submissions about engaged research at any time. Contributions are written by researchers from both inside and outside of universities, and many are co-authored by a number of research partners. For more details, see the Calls for papers tab on the Research for All page at ucl-ioe-press.com or contact Managing Editor Pat Gordon-Smith ([email protected]).


If you are interested in writing for us, please contact: Dr Nicky Platt (Publishing Director) [email protected] Dr Gillian Klein (Publisher, Trentham Books) [email protected] Dr Nicole Edmondson (Managing Editor) [email protected] Pat Gordon-Smith (Managing Editor, Journals) p.gordon-smith.ac.uk

UCL IOE Press

UCL IOE Press, and its award-winning imprint, Trentham Books, is a university press based at the UCL Institute of Education. It publishes books, eBooks, and open-access journals to meet the needs of UK and international practitioners, students and scholars while complementing the Institute’s mission to pursue excellence in education and related areas of social science and professional practice. Innovation and quality underpin all of our work and our publications receive regular attention in the media ensuring that UCL IOE Press is able to position our authors and their work at the heart of contemporary debate, contributing to knowledge, developing practice and generating impact.

UCL IOE Press UCL Institute of Education 20 Bedford Way London WC1H 0AL ucl-ioe-press.com [email protected] @ioe_press

Find more books and ordering details at www.ucl-ioe-press.com

You can place an order via your local school supplier or bookshop.

Trade Distribution

For UK: Central Books Ltd 084 5458 9911 [email protected]

North America: Stylus Publishing www.styluspub.com [email protected] Call toll free 800-232-0223

Our titles are also available in PDF (ebooks.com) and Kindle formats. Our open-access journals are free to read and download at www.ingentaconnect.com/content/ioep/


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