A guide to helping and supporting young people experiencing difficulties at home and at school or college. Covering issues from low self-esteem and sexuality, to substance misuse and aggression, it draws on a method of brief integrative counselling to illustrate how a time-limited therapy can work in an often pressured and time-limited setting.

What does it really take to become a brilliant headteacher? Take the next step in your career with confidence as Iain Erskine explores the qualities and skills required to shine in the role of headteacher.

Drawing on various developments in the sociology of knowledge, this book provides conceptual tools for people to think and debate about knowledge and education in different ways. It provides expositions of difficult ideas at the interface of epistemology and the sociology of knowledge, and links theoretical issues and practical/policy questions.

Coaching is an expensive development option and it isn't appropriate in every circumstance. This book aims to tell you when it's effective and when it's not. It tells you what the benefits are for the individual and what they are for the organisation. It also tells you what you need to do to make it work and what not to do.

A follow-up to the best-selling Change Forces, will appeal to a wide range of classroom teachers, school administrators, student teachers and academics.

Initiate innovation and get things done with a guide to the process of academic change Change Leadership in Higher Education is a call to action, urging administrators in higher education to get proactive about change.

The link between a child's background and their chances of success at school and in later life is strong but it need not be the determining factor in attainment. The book shows how schools can and do make a real difference for children who are poor, from disadvantages groups, are bilingual or who have special educational needs.

Changing Schools is a collection of essays by teachers, researchers and administrators who have been on the front line of the revolutionary changes taking place in state education over the last five years.

Significant changes in the policy and social context of teaching have had substantial implications for teacher professionalism. This work provides an understanding both how these changes are impacting on teaching and how teachers might change their practice for the better.

In the course of UNICEF's work during the past decade, the child-friendly school (CFS) model has emerged as the organisation's signature means to advocate for and promote quality education for every girl and boy. As the main proponent of this model, UNICEF has developed this manual as a reference document and practical guidebook to help countries implement CFS.

Placing children's experiences, needs and concerns at the centre of its examination of contemporary policies and political discourses surrounding poverty in childhood, this book examines a broad range of structural, institutional and ideological factors common across developed nations and forges a radical new pathway for the future.

Sue Roffey's evidence-based approach to building a healthy classroom environment has proven to be a unique and invaluable intervention worldwide, enhancing the social and emotional well-being of both students and teachers. The new edition has been updated with many more activities and exercises as well as explicit instruction on how to structure and implement SEL.

An accompanying volume to the National Science Education Standards. Focusing on the teacher as the primary player in assessment, this book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers.

This practical and insightful resource on teacher preparation, induction, and retention observes six young, white, female teachers on the job as they develop confidence and competence in instructional, professional, and cultural realms.

In classrooms that operate as learning communities, the social and learning purposes advance together through all participants being involved and engaged in building knowledge. This book demonstrates a new way of seeing and managing classrooms.

As a teacher in an inner-city school, Lucy Crehan was exasperated with ever-changing government policy claiming to be based on lessons from `top-performing' education systems. She resolved to find out what was really going on in the classrooms of countries whose teenagers ranked top in the world in reading, maths and science.

This is a book about collaboration by education professionals on a global scale by first establishing the need for it then outlining how that collaboration can be created.

This book combines practice, theory and research and draws on the authors' international experience to provide an invaluable resource for reflection and change for everyone who contributes to and studies leadership.

This text offers descriptions and analyses of some of the different ways in which schools and other educational institutions have started to establish new collaborative relationships in today's competitive educational marketplace.