When the Sunday School pioneers saw a need in their communities in the late eighteenth century, their response provoked a 200 year movement. These early Sunday Schools met a clear social need: that for basic education. By the 1960s, they faced rapid decline – a rigid institution amidst societal change. Over recent decades, Christian youth work has emerged as a response to further youth decline within churches. Many youth workers engage with young people’s self-perceived needs by delivering open-access youth provision in their local communities alongside more specifically Christian activities. Tensions emerge over whether the youth worker’s role is to serve community or church needs, with churches often emphasising the desire to see young people in services. Drawing together historical and contemporary research, Young People and Church Since 1900 identifies patterns and change in young people’s engagement with organised Christianity across time. Through this, it provides a unique analysis of the engagement and exclusion of young people in three key time periods, 1900–1910, 1955–1972, and the present day. Whilst much commentary on religious decline has focused on changes external to churches, this text draws out the internal decisions and processes that have affected the longevity of Christianity in England. This book will be of interest to researchers and scholars of young people and Christianity in the twentieth century and today, as well as youth ministry students and practitioners and those interested in youth decline in churches more widely.
Arguing for a bottom-up approach that centres on needs as well as assets, Community Work with Migrant and Refugee Women highlights the importance of cultural relevance of services, and a holistic approach to integration that acknowledges the full range of needs and experiences migrant and refugee women face.
Exceptionally strong skills training with a particular focus on speaking - that's what you get with Family and Friends. How? The clear methodology, with objectives for every lesson, and carefully staged activities support your students learning. So does the controlled 'Skills Time' program, which enables your students to continually improve their listening, speaking and literacy skills. Phonics is straightforward and fun! The progression is specially written for non-native speakers, meaning each sound is taught in a way that's easy to understand. The writing activities are very well structured and help you teach students essential sub-skills, such as punctuation, so they feel ready to do their own personalized writing in the Workbook and worksheets from the Teacher's Resource CD. The picture dictionary and wordlists at the back of the book offer students additional support for reading and writing activities. The wide variety of linked print and digital resources helps you to meet the needs of students with different learning styles and makes your lessons more engaging. The teacher's resource CD is packed full of photocopiable resources such as values worksheets, extra writing pages and cut and make activities. Do you need help preparing for tests? There are print-ready and editable tests with audio on the Teacher's Resource CD along with practice papers for Cambridge Young Learners English Tests which you can print and use, or customize topractice a particular language point or to suit mixed ability classes. But Family and Friends is not only about academic success - it develops the whole child too. The values syllabus helps children develop social and emotional skills which guarantee success in the classroom and at home.
Mathematics remains a gatekeeper in schools (e.g., Moses & Cobb 2001); educators and researchers must carefully consider how diverse mathematical practices can be recognized and valued. In this dissertation, I argue that there is unique promise in weaving for supporting broader ways to engage in mathematics. I conducted the project in two phases. First, I conducted semi-structured interviews with adult weavers, asking, #1: How do experienced weavers characterize the relationships between weaving and mathematics? I recorded video interviews with 22 experienced weavers; each lasted about an hour. In addition to questions such as "What, if anything, do you find to be mathematical about weaving?", participants were asked to provide images of items they wove. Through qualitative analyses (e.g., Glaser & Strauss, 1967), data revealed that adult weavers describe and use math in their weaving in simultaneous and overlapping ways: arithmetic and calculations, image and shape transformations, and multiple embedded patternings. Then, I designed and conducted a weaving workshop with middle-school youth, asking, #2 In an intervention designed to expose youth to the mathematical practices inherent in weaving, how do student-created artifacts showcase learning? #3 When and how do learners tinker in mathematical ways as they learn to weave? Thirteen youth signed up to participate in this workshop. I prompted them to consider the mathematics in their weaving, video recording and photographing the artifacts produced in every session. Through qualitative analyses (e.g., Jewitt, 2011; Jordan & Henderson, 1995), findings show that youth became more adventurous with their designs and artifacts as the nature weaving allowed them to explore the possibilities of the craft. As youth progressed from their first to last projects, they moved above and beyond math standards by inventing and experimenting with the ideas. This work demonstrates that mathematics has multiple meanings and uses, and appears differently across contexts while still being complex. When educators understand math engagement in broader ways, we can begin to better value youths' intellectual work and open up more potential future pathways for youth in mathematics.
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