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Selected as an Outstanding Academic Title by Choice Magazine, January 2010

Classroom talk, by which children make sense of what their peers and teachers mean, is the most important educational tool for guiding the development of understanding and for jointly constructing knowledge. So what practical steps can teachers take to develop effective classroom interaction?

Bringing together leading international researchers and drawing on the pioneering work of Douglas Barnes, this book considers ways of improving classroom talk. Chapters cover:

- classroom communication and managing social relations;

- talk in science classrooms;

- using critical conversations in studying literature;

- exploratory talk and thinking skills;

- talking to learn and learning to talk in the mathematics classroom;

- the emerging pedagogy of the spoken word.

With an accessible blend of theory, research and practice, the book will be a valuable resource for teachers, teacher-trainers, policy makers, researchers and students.

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Essential Research Findings in Counselling and Psychotherapy

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Are some therapies more effective than others? How important is the relationship? Which clients do best in therapy?

Essential Research Findings in Counselling and Psychotherapy answers these questions and many more, providing trainees, practitioners and researchers with a comprehensive introduction to the latest findings in the field. The book sets out in a jargon-free way the evidence for the effectiveness of therapy and the factors associated with positive therapeutic outcomes. It gives suggestions for further reading, definitions of key terms and questions for discussion, making this an ideal text for use in training.

The book is also designed for practitioners who increasingly need to justify their therapeutic work on empirical grounds. Essential Research Findings in Counselling and Psychotherapy gives them the knowledge and confidence to do just that. More than that, it makes research findings accessible and provides information on how to practice counselling and psychotherapy in an effective way.

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"An exemplary textbook. Making even the most complex ideas fully accessible, it is grounded in an extensive literature, filled with engaging examples, and offers ample suggestions for independent research. Its been a key text in my classes for over a decade and, as fresh and relevant as ever, will continue to buttress my graduate seminars and undergraduate courses alike."

- Professor Crispin Thurlow, University of Washington

Comprehensive, practical, lively and accessible, Working with Spoken Discourse is the much-loved benchmark for learning to do discourse analysis. It combines theory and practice to give students the grounding they need in practical techniques of analyzing talk and how to apply them to real data.
Begins with the why and how of doing discourse analysis Packs examples into every chapter to help explain complex concepts Uses exercises and activities to reinforce what youve learned Leads you through the practicalities of designing your own project
Exceptionally clear, and perfect for undergraduates starting a project, this is the essential guide to spoken discourse.

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Advancing Childrens Skills and Strategies

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The book lets teachers identify where their students are in terms of number skills, and sets out a strategy for developing their knowledge. The authors show how to advance childrens learning across five stages of early arithmetical learning - emergent, perceptual, figurative, initial number, and facile number. This provides for increasingly sophisticated number strategies across addition, subtraction, multiplication and division, as well as developing childrens number word and numeral knowledge, and their ability to structure number and have grouping strategies. The approach used nine guiding principles for teaching.
Each chapter has clearly defined teaching procedures which show how to take the children onto the next more sophisticated stage. The teaching procedures are organized into key teaching topics, and each includes:
a clearly defined purpose detailed instructions, activities, learning tasks and reinforcing games lists of responses which children may make application in whole class, small group and individualised settings a link to the Learning Framework in Number (see Early Numeracy- second edition, 2005) how the guiding principles for teaching can be used to allow teachers to evaluate and reflect upon their practice
Primary practitioners in Australia, the United States, the United Kingdom and Canada have tested the teaching procedures which can be used in conjunction with each countrys numeracy strategy.

Primary teachers, especially of the early years, mathematics co-ordinators, heads of school, mathematics advisers, special educationalists, learning support personnel, teacher assistants, lecturers in initial teacher training and educational psychologists will all find this book invaluable.

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Robert J Wright, Garry Stanger, Ann K Stafford, James Martland

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Assessment for Teaching and Intervention

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Unlike many books based on research work this book doesnt just let teachers know what is going wrong with childrens learning it actually gives some practical advice about what to do next. The whole book is based upon extensive observation and recording of individual children and their difficulties with mathematics. These children are the most difficult to plan for in a busy classroom and the authors appreciate the small steps and the different learning styles approaches needed for these children. This approach fits well with the NNS wave and springboard materials but takes the analysis of the individuals difficulties to a more detailed level. The book brings together research carried out across a range of countries and therefore shows the versatility of the approaches taken. This will be a very useful book for trainee teachers as it exemplifies how to use assessment to feed into teaching. It will be helpful for class teachers and mathematics co-ordinators as well as SENCOs to assist in improving the teaching and learning for specific children in our schools - Mary Briggs, Primary and Early Years PGCE Co-ordinator, Institute of Education, University of Warwick

This is a highly practical resource that will be appreciated by classroom and specialist teachers alike. It will provide teachers new to the Math Recovery program with practical help and support to diagnose errors and misconceptions in early numeracy. Practicing Math Recovery Specialists will be thrilled with the addition of four new highly focused assessments and an elaboration of the Learning Framework in Number.

Early Numeracy is admirably grounded in international research and well-established theory, characteristics that are much sought after in the current data driven educational environment.

Like many others, I was drawn to Math Recovery after reading the first edition of Early Numeracy. This second edition is a treasure - it is exciting to consider the impact it will have on children and teachers, and to the growth of the Math Recovery program - Audrey Murray, Lead Teacher, Midwest Math Recovery Training Center, Minneapolis

This text has been fully updated to include developments and refinements brought about by widespread international application of the assessment tools in the Mathematics Recovery Programme. The book will help practitioners to identify and provide detailed analyses of all children but especially those who are able and those who underachieve in early numeracy. It will enable teachers, learning support personnel, numeracy consultants and educational psychologists to advise colleagues and parents on childrens number knowledge and strategies for early numeracy.

The Mathematics Recovery Programme has been successfully applied in Australia, the United Kingdom and Ireland, the United States and Canada, both in specialist interventions and classroom settings. The revised version shows how familiarisation with, and understanding of, the diagnostic assessment tools has allowed teachers to become more knowledgeable in understanding childrens difficulties and misconceptions, and more skilled and confident in planning programmes of intervention and monitoring the childrens progress.

This new edition includes:

- Integrated frameworks of useful tasks for assessing childrens number knowledge and strategies;

- Four separate and revised diagnostic assessment interviews;

- Assessments for addition and subtraction strategies, Base Ten Arithmetical strategies, Early Grouping strategies, and Advanced Grouping strategies in the four operations;

- How the assessment process has impacted significantly on teachers professional development and contributed to the raising of standards in early numeracy.

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Robert J Wright, James Martland, Ann K Stafford

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Praise for the First Edition:

`Totally reliable... the authors have produced a book urgently needed by all those charged with introducing students to the classics... quite indispensable - Times Higher Education Supplement

This is a fully updated and expanded new edition of the successful undergraduate text. Providing a lucid examination of the pivotal theories of Marx, Durkheim and Weber, the authors submit that these figures have decisively shaped the discipline. They show how the classical apparatus is in use, even though it is being directed in new ways in response to the changing character of society.

Written with the needs of undergraduates in mind, the text is essential reading for students in sociology and social theory.

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John A Hughes, Wes Sharrock, Peter J Martin

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Doreen Massey is one of the most profound thinkers in contemporary human geography, and her work addresses fundamental issues with great insight. This is a work of enormous ambition, breadth, and depth, and not a little complexity.
- David M. Smith, Queen Mary, University of London

"The reason for my enthusiasm for this book is that Doreen Massey manages to describe a certain way of perceiving movement in space which I have been - and still am - working with on different levels in my work: i.e. the idea that space is not something static and neutral, a frozen entity, but is something intertwined with time and thus ever changing . Doreens descriptions of her journey through England for example are clear and precise accounts of this idea, and she very sharply characterizes the attempts not to recognize this idea as utopian and nostalgic."
- Olaffur Eliasson

"Destined to be widely read by many who are not geographers... in a publishing market currently so driven by what publishers think students will read, its lack of fit into established genres is hugely refreshing... a great book to read in terms of its head-on engagement with the spatial."
- Geographical Research

In this book, Doreen Massey makes an impassioned argument for revitalising our imagination of space. She takes on some well-established assumptions from philosophy, and some familiar ways of characterising the 21st century world, and shows how they restrain our understanding of both the challenge and the potential of space.

The way we think about space matters. It inflects our understandings of the world, our attitudes to others, our politics. It affects, for instance, the way we understand globalisation, the way we approach cities, the way we develop, and practice, a sense of place. If time is the dimension of change then space is the dimension of the social: the contemporaneous co-existence of others. That is its challenge, and one that has been persistently evaded. For Space pursues its argument through philosophical and theoretical engagement, and through telling personal and political reflection. Doreen Massey asks questions such as how best to characterise these so-called spatial times, how it is that implicit spatial assumptions inflect our politics, and how we might develop a responsibility for place beyond place.

This book is for space in that it argues for a reinvigoration of the spatiality of our implicit cosmologies. For Space is essential reading for anyone interested in space and the spatial turn in the social sciences and humanities. Serious, and sometimes irreverent, it is a compelling manifesto: for re-imagining spaces for these times and facing up to their challenge.

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`This is an invigorating and very thought-provoking text, that I would recommend to all early years professionals, parents and citizens interested in developing their understanding of early years philosophy in action, which is directly linked to a compelling research paradigm and deep reflection alongside a sound theoretical base - Early Years

`I would recommend this book to practitioners interested in reflecting on their own practice and approach to assessment. The insights provided are thought-provoking and promote a practical and positive approach to early years assessment - Early Talk

`This thoughtful book challenges the standard assessment process that is commonly employed within the context of early years provision. For any practitioners working in early years setting this is a powerful and exciting book that helps to remind us that the child must be placed centrally within the assessment process, not as a recipient but as a proactive contributor to the situation- Child Language Teaching and Therapy

`This is a highly relevant text as some UK early childhood educators become engulfed with avalanches of tick sheets! A most useful book which contributes to the current vital debate about when, what and how we should access young childrens progress - T.A.C.T.Y.C Newsletter

`I found Margaret Carrs book fascinating... the ideas and arguments put forward are well worth mulling over - Early Years Educator

`This is an inspiring book from bilingual, bicultural New Zealand about revolutionizing the assessment of young childrens learning and progress.... I hope this book inspires United Kingdom practitioners to set out on learning story journeys - Nursery World

`This book manages to blend recognized theory and recent research with practice. I found it easy, and sometimes enjoyable, to read; it provided plenty of "food for thought" as well as references on "how to". I would recommend it to all early childhood practitioners, not just those considering their current assessment procedures, as the chapters focusing on the child as a learner are of value on their own - Julia Browne, Goldsmiths Association for Early Childhood

This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning.

The author asks: How can we assess and track childrens learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners?

The book

- describes a way of assessment that stays close to the childrens real experiences and provides an alternative to mechanistic and fragmented approaches,

- shows how practitioners can assess what really matters: those learning dispositions (interest, involvement and perseverance for example) that provide a foundation for life-long learning.

The book is about weaving theory and practice: theorizing development and learning as reflected in assessment practice. The author also argues that unless we find ways to assess complex outcomes in early childhood they will be excluded from the teaching and the learning. Simple and low level outcomes and goals will take their place. The theoretical ideas and arguments are illustrated throughout by transcripts and stories of children in a range of early childhood settings. At every turn in the journey it asks: How is this reflected in a real life context? It documents the voices of children, practitioners and parents as the learning story develops.

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Concepts and Practices in Organizational, Community, Political, Social, and Global Change Settings

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The first book to bring together both leadership and change theories, concepts, and processes, Leading Change in Multiple Contexts uses a consistent framework and the latest research to help readers understand and apply the concepts and practices of leading change.

Key Features

Brings together leadership and change concepts and practices in five distinct contextsorganizational, community, political, social change, and global

Draws from a wide range of classic and recent scholarship from multiple disciplines

Includes the perspectives of change and leadership experts

Offers real-life vignettes that provide examples of leading change in every context

Provides readers with application and reflection exercises that allow them to apply leadership and change concepts to their experiences

Leading Change in Multiple Contexts is designed for undergraduate and graduate courses in Change Management, Leadership, Organizational Behavior, Organizational Development, and Leadership and Change offered in departments of business, education, communication, and public administration, as well as programs focusing on leadership, public policy, community activism, and social change.

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Demystifies strategy making while at the same time deepening our understanding of what the process entails. Their work is a marvellous guide for those striving to make sense of complexity -

Karl E. Weick, Rensis Likert Distinguished University Professor of Organizational Behavior and Psychology, University of Michigan

This book is at the very cutting edge of strategic management theory and yet also of immense practical use. It is truly a rare and stunning achievement -

John M Bryson, McKnight Presidential Professor of Planning and Public Affairs, Hubert H. Humphrey Institute of Public Affairs, University of Minnesota

Using this book enabled me to facilitate a multicultural team of seven managers so that they very quickly got to grips with the challenges and opportunities facing the organization and developed a realistic workable strategy, whilst at the same time building a real sense of team cohesion and the feeling that individuals had been listened to -

Alison Devine, Director, British Council, Taipai

This lucid and highly-accessible text addresses the challenges of how to build a robust and implementable strategy. Strategy making is seen as something relevant to managers of departments, divisions, SMEs, as well as the top management teams of public and for-profit organizations.

Four key routes to creating a strategy are discussed. These routes, when taken together, provide a powerful means for agreeing a negotiated strategy, and comprise: strategic issue management, agreeing organizational purpose, competitiveness from the exploitation and protection of distinctiveness, and the strategic management of stakeholders. The designs have been used extensively, in a wide range of countries, by management teams in all types of organisations.

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Ideal for students, novice researchers, or professionals, this indispensable resource serves as a road map for readers who need to analyze and apply research findings. It helps them think critically about the credibility of what they are reading by showing them how to identify problems and develop constructive questions.

Key Features
Assumes no prior knowledge of research procedures Provides readers with a step-by-step format for decoding the complex language and formats used in reports and reviews Includes the most common formats for both quantitative and qualitative inquiry Offers both illustrative examples and powerful training exercises Gives specific attention to strategies for critically appraising reported research Presents completely updated references as well as an annotated bibliography

Intended Audience

This text is appropriate for both upper-level undergraduate and graduate students across the social sciences enrolled in introductory research courses as well as students in professional preparation programs.

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Lawrence F. Locke, Stephen J. Silverman, Waneen Wyrick Spirduso

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Technology Leadership for School Improvement

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A practical and visionary look at creative educational leadership in todays digital environment

Technology Leadership for School Improvement provides prospective and current K12 educational leaders with practical coverage of the skills and knowledge necessary to manage and administrate technology in school settings. Designed to help educational leaders develop an understanding of multimedia teaching tools that optimize learning, as well as the leadership skills needed to support others, this one-of-a-kind book explores data-driven decision making and technology standards. Each chapter is written by a specialist in the field and follows a common format.

Features
Critical questions at the beginning of each chapter help readers focus on key objectives. Case studies with discussion questions and activities provide opportunities for readers to analyze applied situations. End-of-chapter learning aids include Key Principles for Leaders to Know sections that summarize each chapters content and Web Resources that provide links to additional information.
An open-access Web site includes PowerPoint slides for each chapter, e-Flashcards, a variety of useful Web resources, and additional case studies.

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The Psychology of Judgment and Decision Making

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"The authors are highly respected as leading figures in the field of judgment and decision making. There are many existing books on topics related to judgment and decision making, but this book makes a unique contribution to this field because of its systematic and scholarly approach, and its breadth of coverage."
Robert Goldstone, Indiana University

"Reid Hastie and Robyn Dawes are two of the most eminent researchers in the field. I know these authors to be excellent writers and I have no doubt that their writing style will be suitable for my students."
William Goldstein, University of Chicago

In the new edition of this award-winning text, renowned authors Reid Hastie and Robyn Dawes compare and contrast the basic principles of rationality with actual behavior in making decisions. This book explores theories and research findings from the field of judgment and decision making in a non-technical manner, using anecdotes as a teaching device. Intended as an introductory textbook for advanced undergraduate and graduate students, the material not only is of scholarly interest but is practical as well.

New to This Edition
Chapter introductions, conclusions, and cross-references between chapters make the text more student friendly An abundance of examples from areas such as finance, medicine, law, and engineering anchor concepts to the real world Increased consideration of descriptive, psychological models of decision making augment the original emphasis on normative, rational, "Expected Utility Theory" models, bring the book up to date Balance among the three major approaches to judgment and decision making: cognitive psychological analyses of mental processes and heuristics, descriptive algebraic models of judgment and decision processes, and rational models of decision making

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An Introduction to Transactional Analysis

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This thoroughly revised edition of Transactional Analysis Counselling introduces the theory and practice of TA - which integrates cognitive behavioural and psychodynamic theories within a humanistic philosophy - from a unique relational perspective. While most TA books focus on one field, this approach demonstrates the benefits of TA across a wide variety of helping settings, business and management, education and coaching as well as counselling. Case studies from a variety of contexts bring TA to life for trainees in any of these disciplines, and the accessible, engaging writing style makes difficult concepts understandable for undergraduates and postgraduates alike.

Bringing their book into the twenty-first century, expert authors Phil Lapworth and Charlotte Sills provide a brief history of TA followed by individual chapters on the concepts and techniques used. Each chapter is devoted to one concept and includes a detailed definition and description, and suggestions for application in practice. Exercises for student, practitioner and client, boxed summaries, diagrams, checklists and sources of further reading make this the ideal text for use in training.

This book is an essential companion for those embarking on specialist TA courses or studying TA as part of wider training, while those who want simply to integrate TA into their work with people can dip into it as suits their needs.

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Engaging, informative, and nontechnical, Introduction to Educational Research: A Critical Thinking Approach, Second Edition was written and organized specifically for students intending to conduct future educational research. It enables students to think clearly and critically about the process of research and illustrates how easily research can be misinterpreted. The author empowers educators and makes research truly accessible by equipping readers with the reasoning and thinking skills needed to understand and critically evaluate empirical studies across all areas of education. Students are guided through the stages of the research process: thinking about research, formulating hypotheses, selecting appropriate research designs, collecting and analyzing statistical and qualitative data, and completing research analyses and critiques. As a result, students will better understand research as an integrated process, as well as show how and why researchers think like they do.

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Written by a team of renowned experts in the field, Marketing: A Critical Textbook provides a unique introduction and overview of critical approaches to marketing.

Ideally suited to advanced students of marketing, the book uses examples and real world case studies to illustrate and discuss major alternative and critical perspectives on the subject, enabling students to constructively question the conventional assumptions, concepts and models with which they are already familiar.

- Explains and debates key concepts in a clear, readable and concise manner.

- Provides practical and innovative demonstrations of abstract and difficult concepts through classroom exercises and individual and group activities.

- Includes a glossary of critical marketing terms.

- Additional material on the companion website, including a full Instructors Manual and free access to full-text journal articles for students.

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Nick Ellis, James Fitchett, Matthew Higgins, Gavin Jack, Ming Lim, Michael Saren, Mark Tadajewski

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Cognitive Behavioural Therapy in a Nutshell - Second Edition is a concise introduction to one of the most widely-practised approaches to counselling and psychotherapy.

Leading authors, Michael Neenan and Windy Dryden, explain the model and the core techniques used during the therapeutic process to:

- elicit and examine negative automatic thoughts

- uncover and explore underlying assumptions, rules and core beliefs (schemas); and

- maintain gains from therapy.

For newcomers to the subject, this revised and updated edition of Cognitive Therapy in a Nutshell provides the ideal place to start and a springboard to further study.

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Integration in Counselling & Psychotherapy

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Now in its second edition, this book is established reading for any practitioner or trainee wishing to develop their own personal style of working. As well as examining contemporary integrative approaches, the authors show how to develop an individual approach to integrating theories and methods from a range of psychotherapies.

Offering clear strategies for integration rather than a new therapeutic model , this practical new edition:

- puts added emphasis on the integrative framework, and procedural strategies, extending discussion of the individual practitioner as integrator

- is accessible for the new trainee, whilst posing questions for discussion and reflection for the more experienced practitioner

- integrates recent thinking and research in psychotherapy, human development and neuroscience

- discusses how developments in relational approaches impact on integration in practice

- addresses integration within humanistic, psychodynamic, cognitive-behavioural and existential approaches.

This book should be on the desk of every trainee studying integrative counselling and psychotherapy, as well as on the shelves of practitioners wanting to develop their own personal frameworks for therapy.

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"Mitchell Dean has written an outstandingly clear and scholarly introduction to the central theses and methods of the analysis of the mentalities and techniques of rule... He not only provides a guide to Foucaults own thought in this area, but he also draws upon other key thinkers in contemporary social theory to develop original and illuminating analysis of some principle formations of political power. Deans book should become required reading not just for those interested in the work of Michel Foucault, but for all those who are concerned with the dilemmas of contemporary politics."
- Nikolas Rose, Goldsmiths, Praise for the First Edition

Originally published in 1999 this exceptionally clear and lucid book quickly became the standard overview of what are now called governmentality studies.

With its emphasis on the relationship between governmentality and other key concepts drawn from Michel Foucault, such as bio-politics and sovereignty, the first edition anticipated and defined the terms of contemporary debate and analysis. In this timely second edition Mitchell Dean engages with the full textual basis of Foucaults lectures and once again provides invaluable insights into the traditions, methods and theories of political power identifying the authoritarian as well as liberal sides of governmentality.

Every chapter has been fully revised and updated to incorporate, and respond to, new theoretical, social and political developments in the field; a new introduction surveying the state of governmentality today has also been added as well as a completely new chapter on international governmentality.

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How to Manage Childrens Challenging Behaviour

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In this new edition of his bestselling book, Bill Rogers brings together contributions from practising teachers that suggest ways to tackle disruptive and challenging behaviour. Bill introduces and comments on each chapter, setting out key principles for behaviour leadership in the style that makes him such a popular author.
There are numerous case studies drawn from practice, each showing how the teacher manages the situation and what the outcome was: these examples from practice highlight the difference teachers can make to their students behaviour, attitude, self-esteem and peer acceptance. Chapters look at: finding a way back from inappropriate behaviour; dealing with very challenging behaviour on a daily basis; creating a peaceful school and developing positive practice.

New material in this book includes:

- new case studies

- more analysis of actions taken and skills used when managing challenging behaviour

- a new chapter on working with confrontational and angry parents

- opportunities for reflection, to encourage discussion with colleagues

- managing anger in ourselves and our children

The direct, practical and inspirational nature of these accounts will resonate with all teachers and school support staff working with any age group. Based on the everyday experiences of the teachers who have written them, these are teachers accounts offering sound advice and guidance to fellow professionals.

All royalties from the sale of this book are donated to the charity World Vision and their childrens education programmes in South East Asia.