"Learning is not some technical task like computer programming; it is integral to the person. It is part of the spirit, the soul and the heart of a person.we need to be encouraged to explore what is inside us -- what we feel, what we think, where we have come from, as well as where we wish to go. I have written unashamedly in a personal and passionate way." - In this new collection of essays, David Loader addresses a range of contemporary issues in education, and encourages critical dialogue about prevailing educational cultures. These 'jousts,' as he calls them, are challenges to the status quo, written to encourage verbal repartee, argument and counter-argument. Dipping into Jousting for the New Generation is intended to inspire the reader and generate spirited discussion.

David Loader addresses a range of contemporary issues in education, and encourages critical dialogue about prevailing educational cultures. These 'jousts', as he calls them, are challenges to the status quo, written to encourage verbal repartee, argument and counter-argument.

The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.

Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People's Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where student achievement is high but there is also a sense of urgency in continuing an agenda of change.

This book advocates for a stronger role for young-adult literature in ELA classrooms, compellingly documenting how this body of work meets both the needs of adolescent students and the demands of the common core for complex texts and tasks. Integrating Young Adult Literature through the Common Core Standards provides a compelling template for teachers that uses young adult literature and inquiry learning to meet students' needs and the demands of the common core standards. The first part of the book addresses the widely adopted common core state standards by examining closely the standards' model of text complexity and demonstrating how young adult literature can fill the requirements of this model. The second part provides theoretical discussions and analysis of the standards as well as concrete applications of young adult literature within the classroom in order to give school professionals a comprehensive understanding of how young adult literature and the standards can work together. The book empowers schools and teachers to make intelligent, informed decisions about texts and instructional practices that benefit their students. Finally, the authors explore a powerful teaching approach that integrates current understandings about learning, young adult literature, and the common core standards in a way that will facilitate greater learning and understanding in English classrooms.

The Oxford Handbook of Shakespeare and Embodiment brings together 40 of the most important scholars and intellectuals writing on the subject today. Extending the purview of feminist criticism, it offers an intersectional paradigm for considering representations of gender in the context of race, ethnicity, sexuality, disability, and religion. In addition to sophisticated textual analysis drawing on the methods of historicism, psychoanalysis, queer theory, and posthumanism, a team of international experts discuss Shakespeare's life, contemporary editing practices, and performance of his plays on stage, on screen, and in the classroom. This theoretically sophisticated yet elegantly written Handbook includes an editor's Introduction that provides a comprehensive overview of current debates.

In the Middle Ages Tournaments were the equivalent of Medieval football, with the 'star players' gaining wealth and prestige. Here is the history of the Tournament.

‘A book for every teacher’s bookshelf. This book gives a comprehensive overview of the tools and apps that can be used to help turn a mediocre teaching session into an outstanding one.’ - Cheryl Hine, Leeds City College ‘Megan Poore’s updated text is needed more than ever, as social media becomes increasingly integrated in many aspects of education. I would recommend it to all practising teachers and trainee teachers, whatever their subject.’ - Sue Howarth, University of Worcester This is an essential guide to using social media to enhance teaching and learning in schools. It combines practical information on using all forms of social media for educational purposes and provides indispensable advice on how to tackle issues arising from social media use in the classroom. Key topics include: using blogs, wikis, social media networks and podcasting, digital literacy and new modes of learning, digital participation, cyberbullying and understanding risk online. This second edition includes: · Reflective tasks in each chapter inviting you to critically consider important aspects of using social media in education. · Expanded coverage of game-based learning and mobile learning. · New examples tailored for use in primary and secondary schools. · A website including additional resources and handouts c. This is essential reading for anyone training to teach in schools, and experienced teachers seeking to improve their understanding of using social media for teaching in informed and appropriate ways.

The first book in a planned Tudor themed trilogy. Taking the story of Mary Tudor, daughter of King Henry VIII and Catherine of Aragon and asking the question 'How different could her life have been if her father had not deserted her mother?' Giving her the family life that true history denied her, we see the major events of the time happen around her, with all of the recognisable figures from the Tudor court. The trilogy will arc through a possible alternative history until 1603 when the Stuarts ascend the throne in the form of King James I.

The New World covers the period of the history of Britain from Renaissance & Reformation to The Revolution of 1688. Sir Winston Churchill (1874-1965) was a British statesman, army officer, and writer, who served as Prime Minister of the United Kingdom from 1940 to 1945 and again from 1951 to 1955. In addition to his careers of soldier and politician, Winston Churchill was a prolific writer. He started as a war journalist on Cuba and continued in British India, then in the Sudan during the Mahdist War and in southern Africa during the Second Boer War. Churchill received the Nobel Prize in Literature in 1953.