Publications

	Improving Disabled Students' Learning: Experiences and Outcomes Mary Fuller, Jan Georgeson, Mick Healey, Alan Hurst, Katie Kelly, Sheila RIddell, Hazel Roberts and Elisabet Weedon This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment. Improving Disabled Students’ Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination.
	Managing Special and Inclusive Education Steve Rayner Written specifically for experienced school leaders, this guide to special and inclusive education gives a comprehensive overview of this complex field. It examines context, policy and practice, and gives advice for successfully navigating the managerial challenges. The author considers educational policy and the present inclusion imperative with its implications for strategic leadership, planning and provision, and provides a critical review of managing inclusive learning and teaching in school contexts. He also examines the emerging inclusion-led reform of educational provision and working practice. This important book is must read for school leaders with responsibility for inclusion, school leaders in CPD or NPQH courses. 'an outstanding contribution to thinking and practice in both educational leadership and inclusive education ...' (Professor Paul Croll, University of Reading) 'a very important book and an excellent tool...' (Lena Thorsson - National Adviser, Swedish Institute for Special Needs Education)
	Alternative Education for the 21st Century: Philosophies, Approaches, Visions Philip A. Woods and Glenys J. Woods “This is an important and timely book. Through rich accounts of inspirational practice and incisive and imaginative analysis, it reconnects schooling and education in ways which take seriously the development of the whole person and the development of a vibrant and inclusive democracy.”--Michael Fielding, Professor of Education, Institute of Education, University of London “This extraordinary book provides educators with a rich variety of alternative models of schooling to reflect upon and contrast with today’s offerings.”--William L. Boyd, Batschelet Chair of Educational Leadership, Pennsylvania State University; Editor of American Journal of Education
	Akeman Street: Moving Through Iron Age and Roman Landscapes Tim Copeland The book examines the role of Akeman Street, the Roman road stretching from St Albans to Cirencester, choosing to look not at the technology of the Roman road, as more traditional studies do, but rather to look at the ‘human’ aspect of the road, by examining its effect on the peoples of the surrounding landscape. Tim Copeland looks at the people who would have travelled this road, what effect these travellers and the road itself had on the settlements and countryside through which Akeman Street passed and how the changing history of Roman Britain from its beginnings in the first century to its end in the fourth was echoed in the story of this most Roman of constructions. • The only book of its kind to use a Roman road as a guide to investigate the Roman history and archaeology of a particular landscape. • Focuses on the symbiosis held between the route and the wider human and physical landscape. • Follows one of the most important Roman roads in Britain running from Verulamium (St. Albans) to Corinium (Cirencester) two of Britain’s largest Roman cities.
	Little People, Big Maths Jenny Shaw and Emma Howell with Alan Bloomfield A book of activities suitable for foundation stage and KS1. It includes activities for groups of children working together either in a hall, playground, or the carpet area of a classroom. Some of the activities contain suggestions for follow-up and extension activities. All the activities are of a practical nature and could be adapted for different age groups or mixed age classes. The activities are designed to be fun and to enable children to develop their mathematical understanding in a non-threatening situation. This new publication has been written by Jenny Shaw and Emma Howell, members of the Primary Maths team, with support from Alan Bloomfield. It is particularly aimed at student teachers and NQT’s, and is in response to students’ requests for recorded versions of interactive activities modeled in sessions.
	The Nature of Intellectual Styles Li-Fang Zhang and Robert J. Sternberg Chapter 5 Reaffirming Style as an Individual Difference: Toward a Global Paradigm or Knowledge Diaspora Steve Rayner and Elizabeth R. Peterson
	Den Inkluderende Skole Rasmus Alenkaer Chapter 10 Managing Inclusive Leadership: promoting professional praxis in the learning community Steve Rayner
	Cognitive and Emotional Processes in Web-Based Education Dr. Constantinos Mourlas, Nikos Tsianos and Panagiotis Germanakos Chapter 2 Personalising Style in Learning: Activating and Differential Pedagogy Steve Rayner
	English Homework for Key Stage 2 Andrea McGowan, Colin Forster and Vicki Parfitt English Homework for Key Stage 2 is a unique resource for busy teachers - a selection of ‘pencil-free’, hands-on activities, aligned with the National Curriculum Programmes of Study and with clear links to the topics set out in the PNS Framework for English, that teachers can use as extension activities or give to pupils as homework to do with members of their family or friends. Each of the activities encourages the pupils to learn through discussion and through practical activities utilising everyday resources. Each activity is quick and easy for pupils and teachers to manage, and includes: a learning aim, full, clear instructions and discussion points tasks to foster collaboration and partnership between pupils, parents and teachers photocopiable resources A refreshing approach for teachers and pupils, these activities will foster enthusiasm for learning and inspire pupils' interest in English.
	Science Homework for Key Stage 2 Colin Forster, Vicki Parfitt, Andrea McGowan and David Brookes Science Homework for Key Stage 2 is a unique resource for busy teachers - a selection of ‘pencil-free’, hands-on activities, aligned with the National Curriculum Programmes of Study and with clear links to the topics set out in the QCA scheme of work for KS2 science, that teachers can use as extension activities or give to pupils as homework to do with members of their family or friends. Each of the activities encourages the pupils to learn through discussion and through practical activities utilising everyday resources. A refreshing approach for teachers and pupils, these activities will foster enthusiasm for learning and inspire pupils' interest in science. Each activity is quick and easy for pupils and teachers to manage, and includes: a learning aim, full, clear instructions and dis-cussion points tasks to foster collaboration and partnership between pupils, parents and teachers photocopiable resources