Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers, providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book, expert authors offer 'positive rules' that will assist educators in their classroom practice. Key practical issues that are addressed include: • Building a purposeful and emotionally and psychologically positive classroom culture • Recognising and responding to children who present with social, emotional and behavioural difficulties (SEBD/EBD) • Using research to inform and enrich classroom practice around student conduct • Working collegially to respond to the social, emotional and/or behavioural needs of individual students, including those needs associated with poor mental health and/or child protection Cutting-edge research from psychology, behavioural science and education is accessibly presented to help develop professional expertise and knowledge in the area of child and adolescent behaviour.
This book meets the needs of those participating in the new 'National Award for SEN Co-ordination' programme. It evaluates, analyses and critiques the practice of the SENCO role at an academic level suitable to the award.
This book offers valuable insights into the role of the Special Educational Needs Coordinator (SENCo) and aims to illustrate, evaluate and analyze the characteristics and practice of the SENCo role. This new edition has been updated to reflect changes in legislation and the framework for the National Award for SEN Coordination (NASC). Transforming the Role of the SENCO reflects the three areas of development of the NASC leaning outcomes: Professional Knowledge and Understanding; Leading and Coordinating Provision; and Personal and Professional Qualities. The book links directly to the NASC learning outcomes, whilst remaining both cutting edge and relevant to ‘real world’ practice. Key features of this second edition include: • Updated content in light of the SEND Code of Practice 0 – 25 (2015) • Contributions from thought leaders in the field of SEN and Inclusion • Vignettes offering clear, practical, and well theorized examples of the work of SENCos, based on conversations with stakeholders currently involved in the field. This is a key text for SENCos, particularly those undertaking the National Award for SEN Coordination, as well as for students studying SEN and Inclusion on other courses and modules who may aspire to the role of the SENCo.
This collection of seventeen interviews covers fifty years. Here the eminent author of The Power and the Glory, The Third Man, and The Heart of the Matter speaks of himself, his life, and his works. Though reluctant to be interviewed, especially by an academic or journalist he did not know, Greene was more at ease in an interview with a personal friend, who he felt would be less likely to misunderstand or misquote him. Yet even his good friend V. S. Pritchett spent considerable time trying to pin him down for his 1978 interview. When he finally did arrange an interview, Pritchett tells that Greene's "flat conspiratorial, laughing voice . . ., of itself, makes him the best company I've known in the last forty years". Other interviewers--included here are V. S. Naipaul and Penelope Gilliatt--shared Pritchett's opinion, but many found that he avoided idle conversation for fear that his words would be misconstrued. Greene's anxiety was not without foundation. In an interview with Michael Menshaw, Greene explained: "It's got so I hate to say who I am or what I believe...A few years ago I told an interviewer I'm a gnostic. The next day's newspaper announced that I had become an agnostic". After such incidents, Greene turned to the anecdote--relating an experience with Fidel Castro or with Papa Doc Duvalier--to communicate in interviews with strangers. Nevertheless, in all the interviews Greene granted over the years, the reader hears very clearly the voice of a man whose conversation is as painfully honest and unpretentious as is his written prose. The interviews here are divided chronologically into four periods, loosely related to his subject matter or to his reputation at the time of theinterview. Thus the reader sees the development of the writer from a callow but gifted young man into one of the foremost men of letters in the English-speaking world.
Throughout the twentieth century governments came to increasingly appreciate the value of soft power to help them achieve their foreign policy ambitions. Covering the crucial period between 1936 and 1953, this book examines the U.S. government’s adoption of diplomatic programs that were designed to persuade, inform, and attract global public opinion in support of American national interests. Cultural diplomacy and international information were deeply controversial to an American public that been bombarded with propaganda during the First World War. This book explains how new notions of propaganda as reciprocal exchange, cultural engagement, and enlightening information paved the way for innovations in U.S. diplomatic practice. Through a comparative analysis of the State Department’s Division of Cultural Relations, the government radio station Voice of America, and the multilateral cultural, educational and scientific diplomacy of Unesco, and drawing extensively on U.S. foreign policy archives, this book shows how America’s liberal traditions were reconciled with the task of influencing and attracting publics abroad.
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