secondary education textbooks 2010 (uk)

Secondary Education Textbooks 2010

www.routledge.com/education

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Complimentary Exam Copies

Secondary Education Textbooks 2010ConTenTsTeaching & Learning ..................................... 1education studies ......................................... 7Music, Art & Design ...................................... 8Business .................................................... 10Citizenship ................................................ 10Design & Technology .................................. 11english & Drama ........................................ 11Geography ............................................... 15History ..................................................... 16ICT .......................................................... 17Mathematics .............................................. 18Modern Foreign Languages .......................... 19Physical education ...................................... 20Religious education ..................................... 21science .................................................... 23order Form .......................... Back of Catalogue

WeLCoMe noTe...Welcome to the Routledge secondary education Textbook 2010 catalogue, which includes new Routledge and David Fulton titles for this year, as well as many of our key and best-selling textbooks. Highlights for 2010 include Trevor Wright’s How to be a Brilliant Mentor, page 4, a much-needed source of friendly support and practical guidance for all mentors involved in developing outstanding new teachers. on page 13 we present The Media Studies Teacher’s Handbook, edited by elaine scarratt and Jon Davison. Written by experts in the field, this comprehensive resource guides you through teaching and learning media from ages 11-19.David Fulton books are pleased to introduce a timely new series, Cross-Curricular Teaching and Learning in the Secondary School. Lively and engaging, the books in this series provide the practical tools and theoretical underpinnings to holistically introduce cross-curricular themes and practices in a range of subjects. on page 22, Religious Education, by Clive erricker, presents a groundbreaking, interdisciplinary approach to teaching Re, based on the Living Difference learning model that has sparked international discussion.All of our new and key titles are available on inspection - details of how to order can be found on the back cover. We hope you enjoy browsing through our titles.

If you are interested in becoming one of our authors and you have an idea for a new book, contact one of our commissioning editors who will be pleased to hear from you.

Helen Pritt – Commissioning Editor, Routledge Education [email protected]

Annamarie Kino – Commissioning Editor, David Fulton Books [email protected]

All books are available as

Complimentary Exam Copies


01TEACHING & lEArNING

5TH EdITIoN

Learning to Teach in the Secondary SchoolA Companion to School ExperienceEdited by Susan Capel, Marilyn Leask, both at Brunel University, UK and Tony TurnerSeries: Learning to Teach Subjects in the Secondary School’For many years this book has been the mainstay of students learning to teach in the secondary school, whatever their chosen subject area. The fifth edition has been brought up-to-date yet maintains all those elements so essential to those who are with enthusiasm, but some trepidation, attempting to grow into successful teachers.’ – Gillian L.S. Hilton, Head of Education, Middlesex University, UK

A sound and practical introduction to the knowledge and skills needed to qualify as a teacher, the fifth edition of Learning to Teach in the Secondary School is designed to help you develop the qualities that lead to good practice and a successful future in education. It retains its focus on evidence-based practice and supporting theory which provide a framework for student teachers to critically reflect on their own learning and performance.

Written by experienced practitioners, this book addresses many of the situations and potential challenges faced by the student teacher today and inspires the confidence needed to respond effectively to dynamic classroom situations. A unit on personalised learning, and another on the relationship between the brain and learning, are new to this edition and all other units have been updated to reflect recent developments in professional knowledge and practice.

The textbook features include:

• tasks throughout, including those supporting Masters level study

• annotated further reading at the end of units

• a glossary including abbreviations

• Companion Website resources, available at: www.routledge.com/textbooks/9780415478724.

2009: 246 x 189: 544ppPb: 978-0-415-47872-4: £23.99

For more information and to order a Complimentary Exam Copy, visit: www.routledge.com/9780415478724

NEW

Readings for Learning to Teach in the Secondary SchoolA Companion to M level StudyEdited by Susan Capel, Marilyn Leask, both at Brunel University, UK and Tony Turner Series: Learning to Teach Subjects in the Secondary SchoolReadings for Learning to Teach in the Secondary School brings together key articles to develop and support student teachers’ understanding of the theory, research and evidence base that underpins effective practice.

designed for all students engaging with Masters level study, each reading is contextualised and includes questions to encourage reflection and help you engage with material critically. Annotated further reading for every section supports your own research and writing.

readings are structured to make links with the practical guidance in the accompanying core textbook, Learning to Teach in the Secondary School.

Edited by the team that brings us Learning to Teach in the Secondary School, this Reader is an indispensible ’one-stop’ resource that will support all students studying, researching and writing at Masters level on PGCE courses, as well as those on all other secondary education courses and Masters degrees.

February 2010: 246 x 174: 392ppPb: 978-0-415-55210-3: £23.99


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All BooKS ArE AVAIlABlE AS CoMPlIMENTArY EXAM CoPIES

02NEW

rEVISEd 5TH EdITIoN

A Guide to Teaching PracticeLouis Cohen, loughborough University, UK, Lawrence Manion, Keith Morrison, Macau Inter-University Institute, Macau and Dominic Wyse, University of Cambridge, UKPraise for the fifth edition:

’In a brief overview such as this it is impossible to do full justice to such a detailed book of almost five hundred pages. In essence it covers just about everything a student teacher needs to know in a single volume.’ – British Journal of Educational Studies

A Guide to Teaching Practice is the classic textbook for all students on teacher training courses in the UK – Early Years, Primary and Secondary. The book’s focus on the quality of teaching and learning and consideration of the latest policy changes and guidelines ensures that it fits comfortably within TdA and ofSTEd frameworks without being too prescriptive.

revised and updated, this authoritative yet accessible textbook covers all the important basic skills and issues that students need to consider during their teaching practice, such as planning, classroom organisation, behaviour management and assessment.

This book is one of the most respected textbooks for initial teacher training courses and will be an essential resource for any student teacher. Additional learning resources for students are provided on a Companion Website, which contains further research, important links and downloadable materials.

June 2010: 246 x 189: 520ppPb: 978-0-415-48558-6: £23.99


NEW

Cross-Curricular Teaching and Learning in the Secondary SchoolJonathan Savage, Institute of Education, Manchester Metropolitan University, UKSeries: Cross-Curricular Teaching and Learning in the Secondary SchoolWhat is the role of the individual school ‘subject’ and ‘subject teacher’ within school? Is it to teach a set of core subject knowledge, skills and understanding in way that remains faithful to long-standing subject cultures and pedagogies? or is there another way to consider how the curriculum, and the notion of individual subjects and teachers’ pedagogy, could be constructed

Working from the key principle that there is no curriculum development without teacher development, this book argues for a new, skilful pedagogy which embeds an authentic, cross-curricular approach to teaching and learning in the work of the individual teacher. This approach respects and builds on individual subject cultures, embracing and exploring links between subject knowledge and subject pedagogies in an enriching way.

drawing on examples and case studies taken from innovative practices in different schools and subject areas, as well as summarising lessons from key pieces of research evidence this book includes:

• clear theoretical frameworks for cross-curricular processes of teaching and learning

•a lively account of key issues blended with engaging stories of current practice

• an analysis of the use of language, ICT and assessment as key components of a skilful pedagogical practice that affects how teaching is delivered and how pupils learn in cross-curricular contexts

• practical tasks and questions for reflective practice.

This timely textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in their own subjects.

September 2010: 246 x 189: 256ppPb: 978-0-415-54859-5: £21.99






03The Art of TeachingExperiences of SchoolsCedric Cullingford, Formerly University of Huddersfield, UKA central dilemma for teachers is finding ways to deal with the multiple perspectives and demands of pupils, parents, school management, and external forces.

The Art of Teaching explores the tension between teaching and learning that all teachers face. Presenting a series of insights into the art of teaching from the perspectives of those individuals most closely involved in the schooling process, the book explores pupil voice in schools, and experiences of teaching and learning from the pupil perspective. Providing an opportunity for self reflection, the book also examines teachers’ relationships with parents, external agencies and their attitudes towards pupils.

Essential reading for all teachers and students, this book offers a unique insight into school relationships and structures, giving readers an awareness of what is like to be a teacher.

2009: 234 x 156: 168ppPb: 978-0-415-49251-5: £19.99


How to be a Brilliant Trainee TeacherTrevor Wright, University of Worcester, UK’I just wanted to say how refreshing it is to read such good sense written in jargon-free English. The book encapsulates and articulates exactly what being a trainee is all about. Please accept my congratulations and compliments – it is the best book on teacher training I have read.’ – Phil Horsfall, University of York, UK

’This book is an impressive collection of myth busting and inspirational tips about how to get to grips with the challenge of life as a trainee.’ – Learning and Teaching Update

This cheerful and accessible book sets out clear and practical guidelines to support your training and enhance your teaching, moving you directly towards a real understanding of how and why pupils learn and of how you can enhance your own progress.

2007: 216 x 138: 176ppPb: 978-0-415-41110-3: £16.99


Navigating Initial Teacher TrainingBecoming a TeacherAndrew J. Hobson, University of Nottingham, UK, Angi Malderez, University of leeds, UK and Louise TraceyAre you considering or already training to become a teacher? do you want to know more about the variety of types of training on offer? do you need reassurance that you are on the right path? or would you just like to see how others cope with their teacher training?

If so, this lively book, built on the experience of thousands of people just like you, is exactly what you need. Written by experts with backgrounds in teaching, supporting teacher learning and researching teacher training, and based on a major study of nearly 5,000 beginner teachers, it provides an authentic insight into what lies ahead when becoming a teacher.

The book, which incorporates extensive conversations with large numbers of student and newly qualified teachers, will also serve as the ideal course companion when undertaking your Initial Teacher Training programme. It includes practical ideas and strategies for coping with various aspects of life as a student teacher, for example, dealing with pupil behaviour, building and managing relationships with mentors and other teachers in schools, and finding and obtaining a first teaching post.

2009: 216 x 138: 176ppPb: 978-0-415-43334-1: £15.99


How to be a Brilliant TeacherTrevor Wright, University of Worcester, UKThis cheerful and accessible book is packed with direct and practical advice drawn from the author’s extensive and successful personal experience as teacher-trainer, teacher and examiner. It sets out clear and practical guidelines to support and enhance your teaching skills.

How to be a Brilliant Teacher is aimed at teachers who want to develop their careers, or just be better teachers, by monitoring their own improvement. In order to do this, they may need to re-connect with theory, to consider their own practice explicitly, and to begin to see themselves as researchers. This book suggests how to get started. It is anecdotal and readable, and may be dipped into for innovative lesson ideas or read from cover-to-cover as a short, enjoyable course which discovers exciting principles in successful, practical experience.

2008: 216 x 138: 176ppPb: 978-0-415-41108-0: £16.99



04NEW

How to be a Brilliant Mentordeveloping outstanding TeachersEdited by Trevor Wright, University College, Worcester, UKHow to be a Brilliant Mentor offers clear guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex and often ambiguous role of the mentor in school.

Considering why you might become a mentor and what you can gain from the experience, it provides practical strategies and direct problem-solving to help you move promising trainees quickly beyond mere competence. It explores:

• collaborative working

• giving effective feedback

• emotional intelligence and developing and maintaining relationships

• dealing with critical incidents

• developing reflective practice

• what to do if relationships beak down

• the relationship between coaching and mentoring

• mentoring newly qualified teachers as well as trainees.

Illustrated with the experiences of real trainees, How to be a Brilliant Mentor can be dipped into for innovative mentoring ideas or read from cover-to-cover as a short enjoyable course which will give you added confidence in your mentoring role.

June 2010: 216 x 138: 200ppPb: 978-0-415-49214-0: £18.99


NEW

Teaching and Learning in Diverse and Inclusive ClassroomsKey Issues for New TeachersEdited by Gill Richards, Nottingham Trent University, UK and Felicity Armstrong, Institute of Education, london, UKAddressing the wide variety of issues of diversity and inclusion routinely encountered in today’s classrooms, this comprehensive text provides both a theoretical background and practical strategies.

Chapters from leading figures on inclusive education in the UK present and analyse the latest debates, research studies and current initiatives, including considerations for teaching and learning and concluding with key questions for reflection upon and additional resources.

Moving beyond simple theory about diversity, to what this means for real teachers’ practice, the contributions focus on issues relating to values and professional practice for teachers, emphasising inclusive approaches and the importance of understanding the perspectives of learners.

designed to stimulate and strengthen teachers’ professional understanding, the book also reflects on legislative duties, personal values and the importance of listening to the voice of individuals who may experience disadvantage in education settings. The focus is on developing teachers’ classroom practice and considerations for teaching and learning.

Teaching and Learning in Diverse and Inclusive Classrooms is a key resource for teachers, supporting their learning throughout their initial training and on through their early professional development. It may also be of interest to more experienced teachers interested in diversity and inclusion, particularly those coaching and mentoring NQTs through their induction and Masters level studies.

September 2010: 234 x 156: 192ppPb: 978-0-415-56463-2: £18.99


Transforming ThinkingPhilosophical Inquiry in the Primary and Secondary ClassroomCatherine C. McCall, University of Strathclyde, UKEssential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in the wider world.

readers are guided through the creation of a Community of Philosophical Inquiry (CoPI) in the kindergarten, the classrooms of primary and secondary schools, the community centre and beyond, with practical ideas to make CoPI work.

Including chapters on the theory and development of Philosophical Inquiry, the creation of a community, and using CoPI with groups of different ages, this book forms essential reading for teachers, professionals and community workers.

2009:234x156:240pp•Pb:978-0-415-47668-3:£19.99



05Managing Pupil BehaviourKey Issues in Teaching and learningTerry Haydn, University of East Anglia, UK’It was refreshing to read a book that goes to the heart of managing behaviour in the classroom.’ – ChildrenNow

This book stands apart from practical guides and ’handy tips’ approaches to the topic of classroom management. Based on tried-and-tested strategies and set in contexts that provide routes through to the concerns of practising and aspiring teachers, it will equip them with new skills for classroom practice.

2006: 246 x 174: 200ppPb: 978-0-415-28782-1: £19.99


NEW

Cross-Curricular Teaching and Learning in the Secondary School... Using ICTMaurice Nyangon, University of Greenwich, UK

Series Edited by Jonathan Savage, Institute of Education, Manchester Metropolitan University, UKCross-Curricular Teaching and Learning... Using ICT brings together ongoing debates about ICT, personalised learning and creativity in education to establish a principled framework for using ICT across the curriculum to support teaching and learning. It identifies a range of key issues and constructs a research-based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented. The book looks at how far schools are already embracing ICT and provides models for project based learning to demonstrate how all teachers, in all classrooms can use innovative ICT in their teaching and welcome emergent technology.

This timely textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in their teaching.

october 2010: 246 x 174: 192ppPb: 978-0-415-57060-2: £21.99


2Nd EdITIoN

Learning to Teach Using ICT in the Secondary SchoolA Companion to School ExperienceMarilyn Leask and Norbert PachlerSeries: Learning to Teach Subjects in the Secondary SchoolHow could you be using ICT in your classroom? Are you exploring what ICT can do for learners?

The need for student-teachers and teachers to be technologically aware and competent is vital. This book provides a starting point for exploring the possibilities that ICT offers to schools, teachers and pupils.

The book provides practical tried-and-tested examples and advice and guidance.

2006: 235 x 156: 304ppPb: 978-0-415-35104-1: £23.99


2Nd EdITIoN

The Insider’s Guide for New TeachersSucceed in Training and InductionSara Bubb, Institute of Education, UKWriting in an accessible, engaging style, Sara Bubb tackles all the essential ’need to know’ topics for trainee or newly qualified teachers from the perspective of someone actually involved in training or teaching.

2009: 216 x 138: 184ppPb: 978-0-415-49932-3: £16.99






062Nd EdITIoN

The Newly Qualified Teacher’s HandbookElizabeth Holmes, Professional Writer on Education, UK’A lifesaver in your first year.’ – The Times Educational Supplement

The Newly Qualified Teacher’s Handbook is an essential companion for all new teachers. Practical, comprehensive and lively, this invaluable guide covers all aspects of your first crucial months and years, and will set your teaching career off on the right track.

This updated and expanded second edition is the first book to draw on the new Induction regulations for NQTs for September 2008 onwards. It gives tried and tested advice on everything you need to know, from induction to inspection, from getting your first job to continuing development.

2008: 234 x 156: 288ppPb: 978-0-415-44596-2: £20.99


3rd EdITIoN

Teaching and Learning in Further Educationdiversity & ChangePrue Huddleston and Lorna Unwin’A helpful and timely volume ... its principal virtue is that it reproduces concisely some of the best and ... most up-to-date information likely to be needed by anyone contemplating a job in FE, or having recently commenced one ... I warmly recommend it.’ – Journal of Further and Higher Education

’The book is readable, useable, thorough, up-to-date, and relevant; it comes with plenty of case studies, a huge list of references, and a useful index.’ – BJET

Full of practical activities and case study examples, Teaching and Learning in Further Education helps the reader to consider differing student needs and how these might best be served. It is essential reading for lecturers, tutors and teaching assistants in higher and further education.

2007: 234 x 156: 264ppPb: 978-0-415-41349-7: £26.99


NEW

2Nd EdITIoN

In at the Deep End: A Survival Guide for Teachers in Post-Compulsory EducationJim Crawley, Bath Spa University, UKNow in its second edition, the highly regarded In at the Deep End: A Survival Guide for Teachers in Post - Compulsory Education will help you to manage the varied demands of teaching in PCE more effectively by offering friendly, professional advice and a range of teaching and learning activities which will help you become an effective, confident, committed and reflective teacher.

With a range of strategies, activities and spaces to reflect, this positive and practical ‘survival guide’ provides advice on:

•meeting initial challenges, working positively with your students and handling challenging behaviour

•accessing support, working with your local colleagues and a greater community of practice

•using straightforward techniques to help you manage pressure and conflict

•supporting skills for life, key skills and essential skills

•making positive use of Information and Communications Technology to support learning

• teaching your specialist subject.

August 2010: 246 x 174: 192ppPb: 978-0-415-49989-7: £18.99


2Nd EdITIoN

Starting to Teach in the Secondary SchoolA Companion for the Newly Qualified Teacher Edited by Susan Capel, Marilyn Leask, Tony Turner and Ruth Heilbronn’What you get from this broad academic perspective is an authentic picture of school life, much of it supported by research evidence ... The overall strength of the book is the ambitious range of topics, which even includes a couple of paragraphs on confronting technophobia.’ – TES

2004: 246 x 174: 312ppPb: 978-0-415-33817-2: £23.99



07EdUCATIoN STUdIES

NEW

The Routledge Education Studies ReaderEdited by James Arthur, University of Birmingham, UK and Ian Davies, University of York, UKThe Routledge Education Studies Reader provides an authoritative overview of the key aspects of education for students beyond the introductory stages of a degree programme in Education Studies, enabling students to deepen their understanding.

A blend of modern-classic and contemporary readings, based on a combination of empirical research and established theory, provide coverage of the following:

•globalisation and the impact of new technologies

•educational policies and society

• curriculum and pedagogy

• assessment

• professional learning

• learning beyond schools.

2009: 246 x 174: 384ppPb: 978-0-415-48236-3: £24.99


3rd EdITIoN

An Introduction to the Study of EducationEdited by David Matheson, University of Nottingham, UKWhat is education? This core textbook provides a comprehensive and reflective introduction to the study of education, inviting students to question what education is, who it is for and what purpose it serves.

2008: 246 x 189: 392ppPb: 978-0-415-45365-3: £21.99


NEW

The Routledge Education Studies TextbookEdited by James Arthur, University of Birmingham, UK and Ian Davies, University of York, UKThe Routledge Education Studies Textbook is an academically wide-ranging and appropriately challenging resource for students beyond the introductory stages of a degree programme in Education Studies. Written in a clear and engaging style, the chapters are divided into three sections that examine fundamental ideas and issues, explore educational contexts, and offer study and research guidance respectively.

The Routledge Education Studies Textbook is essential reading for students of Education Studies, especially during second and third years of the undergraduate degree. It will be of interest to trainee teachers, including those working towards Masters level.

A companion volume, The Routledge Education Studies Reader by the same editors, contains key classic and contemporary academic articles and has been designed to be used alongside this Textbook.Selected Contents: Introduction Section:1 Foundations of Education Section 2: Contexts: Making Education Work Section 3: doing Education Studies

2009: 246 x 189: 312ppPb: 978-0-415-47955-4: £23.99


2Nd EdITIoN

A Student’s Guide to Education StudiesEdited by Stephen Ward, Bath Spa University, UK’This book should be on all reading lists for students beginning degree courses in Education, and is one which they would find helpful throughout their studies. It would also be very valuable to students on teacher-training courses who wish to take a critical and reflective approach to the craft they are learning.’ – Bob Waugh, Senior Lecturer in Education Studies, Oxford Brookes University, UK

Written specifically for students on Education Studies courses, yet also relevant for students on teacher training courses, A Student’s Guide to Education Studies (originally published as Education Studies: A Student’s Guide) covers a diverse range of topics and issues. With a revised structure, new chapters, and fully updated content, this second edition continues to introduce alternative visions of education theory and practice.

2008: 246 x 174: 216ppPb: 978-0-415-46537-3: £22.99



08MUSIC, ArT & dESIGN

2Nd EdITIoN

Learning to Teach Music in the Secondary SchoolA Companion to School ExperienceEdited by Chris Philpott and Gary SpruceSeries: Learning to Teach Subjects in the Secondary School’Contributors include leading names in music education and the wealth of experience is reflected in the ease with which they give succinct, lucid overviews of theoretical issues and relate them to the practicalities of life in the classroom. Discussion and presentation tasks within each chapter ensure that readers are actively involved and forced to examine their own thinking’ – Aelwyn Pugh, Times Educational Supplement

Packed with tasks, activities and reflections to help student teachers to integrate the theory and practice of music education, this book aims to develop open and reflective practitioners who will critically examine their own and others’ ideas about music education and the way in which children learn music.

2006: 246 x 174: 304ppPb: 978-0-415-35105-8: £23.99


A Practical Guide to Teaching Music in the Secondary SchoolEdited by Julie Evans, Canterbury Christ Church University, UK and Chris Philpott, University of Greenwich, UKSeries: Routledge Teaching GuidesA Practical Guide to Teaching Music in the Secondary School provides valuable support, guidance and creative ideas for student teachers, mentors and practising teachers who want to develop their music teaching. Written to accompany the successful textbook Learning to Teach Music in the Secondary School, it will help you understand important current developments and explore new possibilities for teaching and learning.

Focusing on teaching music musically, the book explores musical learning through placing pupils at the centre of a musical experience. Considering the revised KS3 curriculum and the 14-19 agenda in music, it also seeks to broaden the perspectives of music teachers through engaging with collaborative practice, transitions and cross-curricular work.

Using practical examples and tasks, this book will help you critically examine the way in which children learn music. It is an invaluable resource for those involved in teaching music who are seeking to develop their practical and theoretical understanding.

2009: 297 x 210: 120ppPb: 978-0-415-48258-5: £19.99


NEW

Cross-Curricular Teaching and Learning in the Secondary School ... The Artsdrama, Visual Art, Music and designMartin Fautley and Jonathan Savage, Institute of Education, Manchester Metropolitan University, UKSeries: Cross-Curricular Teaching and Learning in the Secondary SchoolThis new indispensable textbook brings together ongoing debates about personalised learning, creativity and ICT in education, with a cross-curricular focus, and establishes a principled framework for cross-curricular teaching and learning in the arts.

Examining case studies from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, this book constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas.

This textbook breaks the boundaries between curriculum subjects and the arts, and is timely and essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in their own subjects.

october 2010: 246 x 174: 180ppPb: 978-0-415-55045-1: £21.99



09NEW

Understanding Art EducationEngaging reflexively with PracticeNicholas Addison, Lesley Burgess, both at Institute of Education, UK, John Steers and Jane TrowellUnderstanding Art Education examines the theory and practice of helping young people learn in and beyond the secondary classroom. It provides guidance and stimulation for ways of thinking about art and design when preparing to teach and provides a framework within which teachers can locate their own experiences and beliefs.

designed to complement the core textbook Learning to Teach Art and Design in the Secondary School, which offers pragmatic approaches for trainee and newly-qualified teachers, this book suggests ways in which art and design teachers can engage reflexively with their continuing practice.

Understanding Art Education will be of interest to all students and practising teachers, particularly those studying at Masters level, as well as teacher educators, and researchers who wish to reflect on their identity as an artist and teacher, and the ways in which the subject can inform and contribute to education and society more widely.

January 2010: 234 x 156: 184ppPb: 978-0-415-36740-0: £22.99


2Nd EdITIoN

Learning to Teach Art and Design in the Secondary SchoolA Companion to School ExperienceEdited by Nicholas Addison and Lesley BurgessSeries: Learning to Teach Subjects in the Secondary School’I believe this book will become a beginning teacher’s bible. It bridges the gap created by teaching practice ... and college-based learning ... It will enable students to access information easily, either to develop their own practice or for written assignments.’ – TES

Learning to Teach Art and Design in the Secondary School advocates art, craft and design as useful, critical, transforming, and therefore fundamental to a plural society. It offers a conceptual and practical framework for understanding the diverse nature of art and design in education at KS3 and the 14-19 curriculum. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.

With reference to current debates, Learning to Teach Art and Design in the Secondary School explores a range of approaches to teaching and learning, it raises issues, questions orthodoxies and identifies new directions.

The book is designed to provide underpinning theory and address issues for student teachers on PGCE and initial teacher education courses in Art and design. It will also be of relevance and value to teachers in school with designated responsibility for supervision.

2007: 246 x 174: 384ppPb: 978-0-415-37773-7: £23.99






10BUSINESS

Teaching Business Education 14-19Martin Jephcote and Ian AbbottWritten in association with the EBEA, this authoritative text provides a comprehensive and insightful study of current curriculum development and classroom practice with business education.

2006: 178 x 127: 240ppPb: 978-1-84312-254-8: £21.99


Business, Economics and EnterpriseTeaching School Subjects 11-19Jacek Brant and Peter DaviesSeries: Teaching School Subjects 11-19Part of a new series of textbooks for teachers on PGCE courses, on their induction year and in years 2 and 3 of their teaching career, this book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their subject specialism, how to teach with it and how to engage with what pupils learn through it.

2005: 216 x 138: 256ppPb: 978-0-415-34432-6: £21.99


CITIZENSHIP

2Nd EdITIoN

Learning to Teach Citizenship in the Secondary SchoolA Companion to School ExperienceEdited by Liam Gearon, University of Plymouth, UKSeries: Learning to Teach Subjects in the Secondary School’A comprehensive and illuminating resource on both citizenship and citizenship education.’ – David Hicks, Times Educational Supplement

The fully updated second edition of Learning to Teach Citizenship in the Secondary School is an essential text for students training to teach Citizenship as a first or second subject, as well as experienced teachers who have opted to take responsibility for this vital subject.

Written in a clear and practical way, yet underpinned by a sound theoretical background, it examines Citizenship as a wide-ranging subject that can be taught in its own right, or through other curriculum subjects and activities.

The second edition includes a range of brand new chapters covering key themes in Citizenship education, including:

• historical origins and contemporary contexts

• developing subject knowledge and skills of enquiry

• effective lesson plans, schemes of work, and assessment

• citizenship beyond the classroom: community based work and learning outdoors

• citizenship across the curriculum: History, English, drama and Media, and rE

• research in citizenship.

2009: 246 x 174: 286ppPb: 978-0-415-48029-1: £23.99


A Practical Guide to Teaching Citizenship in the Secondary SchoolEdited by Liam GearonSeries: Routledge Teaching GuidesA workbook of practical activities for new and student teachers, encouraging users to analyse learning and performance. Includes case studies and examples of current good practice for inspiration and guidance.

2006: 297 x 210: 128ppPb: 978-0-415-36741-7: £19.99



11dESIGN & TECHNoloGY

2Nd EdITIoN

Learning to Teach Design and Technology in the Secondary SchoolA Companion to School ExperienceEdited by Gwyneth Owen-Jackson, The open University, UKSeries: Learning to Teach Subjects in the Secondary SchoolLearning to Teach Design and Technology in the Secondary School, aims to help student-teachers develop their subject knowledge and professional knowledge and skills. It looks at the theory underpinning important issues and links this to practice in the classroom. Fully updated to take account of changes in the curriculum, there are new chapters on: teaching graphics, 14-19 vocational qualifications and cross-curricular links to literacy, numeracy, citizenship and sustainability.

Bringing together insights from current educational theory and the best contemporary classroom teaching and learning, this book will prove an invaluable resource in enhancing the quality of initial school experience for the student teacher.

2008: 246 x 174: 264ppPb: 978-0-415-46493-2: £23.99


A Practical Guide to Teaching Design and Technology in the Secondary SchoolEdited by Gwyneth Owen-JacksonSeries: Routledge Teaching GuidesContaining a wealth of practical activities and materials that provide excellent opportunities to analyse learning and performance within design and Technology, this book also includes case studies and examples of existing good practice and a range of tried-and-tested strategies.

2007: 297 x 210: 144ppPb: 978-0-415-42369-4: £19.99


ENGlISH & drAMA

3rd EdITIoN

Learning to Teach English in the Secondary SchoolA Companion to School ExperienceEdited by Jon Davison, Canterbury Christ Church University, UK and Jane Dowson, de Montfort University, UKSeries: Learning to Teach Subjects in the Secondary SchoolThis bestselling textbook combines theory and practice to present a broad introduction to the opportunities and challenges of teaching English in secondary school classrooms. Each chapter explains the background to debates about teaching the subject and provides tasks, practical teaching approaches and further reading to explore issues and ideas in relation to school experience.

Already a major text for many university teacher education courses, this third edition has been thoroughly updated in the light of recent revisions to the National Curriculum for English, examination syllabuses and the Standards for Qualified Teacher Status. As well as containing critical explorations of the history and definitions of the subject and policies such as the Secondary National Strategy that are appropriate to Professional and Masters level PGCE study, other chapters present a broad range of effective, innovative approaches to teaching such crucial areas as:

• reading and writing, speaking and listening

• drama

• media studies and information and communications technology

• grammar, poetry and language study

• Shakespeare

• post-16 English language and literature.

Written particularly with the new and student teacher in mind, this book offers principles and practical examples of teaching and learning within a twenty-first century context in which new notions of literacy compete with demands of national assessment.

2009: 246 x 174: 368ppPb: 978-0-415-49166-2: £23.99


NEW

Teaching Secondary English as if the Planet MattersSasha Matthewman, Graduate School of Education, University of Bristol, UKSeries: Teaching... as if the Planet MattersThe true worth of a school subject is revealed in how far it can account for and respond to the major issues of the time. Teaching Secondary English as if the Planet Matters provides detailed and practical advice on how English teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world.

The book looks at how English can be taught with a commitment to education for sustainable development drawing on ecocritical theory and classroom practice and offers inspiration for teaching English lessons with criticial environmental awareness. Each chapter aims to be thought provoking about both English teaching and environmental questions.

The issue of the environment cuts across subject boundaries and requires an interdisciplinary response. English teachers are part of that response and they have a crucial role in helping children to respond to environmental issues and representations.

November2010:246x189:180pp•Pb:978-0-415-47204-3:£19.99


All BooKS ArE AVAIlABlE AS CoMPlEMENTArY EXAMINATIoN CoPIES

NEW

Debates in English TeachingEdited by Jon Davison, John Moss, both at Canterbury Christ Church University, UK and Caroline Daly, School of Culture, language and Communication, Institute of Education, UKSeries: Debates in English TeachingDebates in English Teaching encourages student and practising teachers to engage with and reflect on key topics, concepts and debates in subject teaching. It aims to enable teachers to reach their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding.

Specially commissioned, comprehensive chapters support busy student and practising teachers as they develop their awareness of key issues. Carefully annotated selected further reading and reflective questions help shape research and writing.

Issues covered include: attitudes to correctness in grammar and standard English; functional English; media and new technologies; the nature and importance of world Englishes; social class and education achievement; positive connections between citizenship and English.

Debates in English Teaching is a much-needed source of knowledge, experience and debate that will be essential reading for all students studying at Masters level and Education Studies students considering subject teaching in depth.

october 2010: 234 x 156: 256ppPb: 978-0-415-56916-3: £22.99


3rd EdITIoN

English Teaching in the Secondary Schoollinking Theory and PracticeMike Fleming and David Stevens, both at University of durham, UKEnglish Teaching in the Secondary School is a comprehensive guide to the theory and practice of teaching English. Presenting an informed view of current educational policy, the authors provide advice to help students creatively and independently interpret government initiatives and incorporate them in their teaching practice. With practical ideas for use in the classroom, extensive discussion of theory and opportunities for reflection and critical thought, the authors guide students through the whole process of English teaching in the secondary school.

This third edition has been fully updated to include:

• a chapter on research and writing for Masters level students

• references to the Every Child Matters agenda

• updates to the KS3 and 14-19 curriculum

• revised GCSE specifications

• an emphasis on creativity, flexibility and learner engagement

• the impact of globalisation and technology on literacy.

Written in an accessible style, with a wealth of advice and ideas, this book forms essential reading for practising teachers, lecturers, PGCE students and those undertaking initial teacher training, and is suitable for those engaging in Masters level study.

2009: 246 x 189: 288ppPb: 978-0-415-46502-1: £21.99


12


13Teaching Reading ShakespeareJohn Haddon’Teaching Reading Shakespeare is warmly and clearly communicated, and gives ownership of ideas and activities to teachers by open and explicit discussion. John Haddon creates a strong sense of community with teachers, raising many significant and difficult issues, and performing a vital and timely service in doing so.’ – Simon Thomson, Globe Education, Shakespeare’s Globe

’John Haddon offers creative, systematic and challenging approaches which don’t bypass the text but engage children with it. He analyses difficulty rather than ignoring it, marrying his own academic understanding with real sensitivity to the pupils’ reactions, and providing practical solutions.’ – Trevor Wright, Senior Lecturer in Secondary English, University of Worcester, and Author of How to be a Brilliant English Teacher, also by Routledge

Teaching Reading Shakespeare is for all training and practising secondary teachers who want to help their classes overcome the very real difficulties they experience when they have to ‘do’ Shakespeare.

It provides guidance on:

• confronting language difficulties, including ‘old words’, meaning, grammar, rhetoric and allusion;

• reading the plays as scripts for performance at Key Stage 3 and beyond;

•using conversation analysis in helping to read and teach Shakespeare;

• reading the plays in contextual, interpretive and linguistic frameworks required by examinations at GCSE and A level.

2009: 234 x 156: 208ppPb: 978-0-415-47908-0: £22.99


NEW

The Media Teacher’s HandbookEdited by Elaine Scarratt, Media Education Association, UK and Jon Davison, Canterbury Christ Church University, UK The Media Teacher’s Handbook is an indispensible guide for all teachers delivering Media Studies and Media Education in school and college. It is written to support both students learning to teach media as part of their PGCE, and as a comprehensive introduction and source of ongoing support for practising teachers, often delivering the subject as non-specialists.

Illustrated with case studies, it is detailed throughout with information about key further reading, where to find and how to choose the best resources for teaching, and links to helpful associations and websites that will support your delivery of media studies topics. A detailed glossary of key terms and key thinkers will help you launch and develop your own subject knowledge.

The Media Teacher’s Handbook is an essential guide to the theory, pedagogy, and practice of media education that will help ensure all teachers are confident they can deliver the curriculum expertly.

July 2010: 246 x 174: 224ppPb: 978-0-415-49994-1: £22.99






14NEW

2Nd EdITIoN

Grammar SurvivalA Teacher’s ToolkitGeoff Barton, King Edward VI School, Suffolk, UKIs teaching grammar an uphill struggle? do you find teaching complex sentences or comma use a daunting prospect?

Focusing on what you need to know in the classroom, Grammar Survival provides you with the essential knowledge and tools you’ll need to teach grammar effectively. This second edition has been updated and restructured to reflect the revised framework for English, and ten new sections have been added including how to generate ideas, develop viewpoints, improve vocabulary, teach spelling and build reading skills. This book includes:

• over forty separate grammar topics including theory and practice

• clear examples throughout

• teaching hints and ideas for the classroom

• practical suggestions for homework.

Entertaining and practical, this book is ideal for busy newly qualified and practising teachers looking to improve both their pupils’ and their own understanding of grammar.

January 2010: 297 x 210: 104ppPb: 978-0-415-55405-3: £19.99


How to be a Brilliant English TeacherTrevor Wright’However you see yourself as an English teacher there is something in this compact and intelligent book for you. What Trevor Wright does is to keenly focus on interactive and practical approaches to teaching English and gives superb examples of good practice ... Buy this book, it will be money well spent!’ – Ross Cotter, Reviewed on Amazon

’This is a very good book, written by someone who clearly knows the job of English teaching.’ – NATE

’This text offers plenty of detailed, practical advice for managing the learning in the classroom while also tackling the more demanding, bigger issues facing English teachers. It is full of good sense, is thoroughly engaging and inspires one to teach.’ – Literacy

2005: 216 x 138: 192ppPb: 978-0-415-33246-0: £16.99


NEW

The Expert Teacher of EnglishAndrew Goodwyn, University of reading, UKSeries: The Expert TeacherThe Expert Teacher of English is for all passionate teachers – both novice and expert - who aspire to become outstanding professionals. It considers what we mean by ‘expert’ and ‘expertise’, explores concepts that are vital to understanding what expertise in teaching is ‘for’, and discusses the characteristics of excellent teaching.

As increasing attention is being paid to the concept of the professional who can model excellent teaching and mentor and develop others, it provides a critical analysis of The Advanced Skills Teacher and the Excellent Teacher, as well as the Chartered Teacher in Scotland and the ‘highly accomplished teacher’ in the US. Ideas and issues considered include:

•The nature of English as a school subject

•What it means to be part of a profession

•Curriculum design, lesson planning and assessment

• opportunities for technologies in the English classroom

•Working collaboratively with colleagues, mentoring and observation

•Continuing professional development and research

drawing on the views, ideas and experiences of a group of skilful teachers, The Expert Teacher of English aims to stimulate personal and professional development, help you reflect on the concept of expertise, and support you as you develop as a highly accomplished teacher.

August 2010: 234 x 156: 192ppPb: 978-0-415-31696-5: £21.99


Young at ArtClassroom Playbuilding in PracticeChristine Hatton, drama Curriculum Adviser K-12 NSW, department of Education, UK and Sarah Lovesy, Education Consultant, AustraliaYoung at Art is a practical guide to playbuilding for teachers working with students at an upper primary and secondary level. Focusing on an area often neglected in traditional drama text books, the book covers the process of devising drama, and the teacher’s role in facilitating students to collectively become playwrights, actors, designers, directors and critics of their ensemble work.

2008: 246 x 174: 208ppPb: 978-0-415-45478-0: £20.99



15GEoGrAPHY

Studying PGCE Geography at M Levelreflection, research and Writing for Professional developmentEdited by Clare Brooks, Institute of Education, University of london, UKStudying PGCE Geography at M Level is for all students undertaking their PGCE, those working to gain Masters credits, and experienced teachers who wish to broaden their understanding of geography education.

Bridging the gap between theory and practice, it is designed to support and challenge teachers as they explore geography education research, consider how theory and research enhance practice, and develop critical reflection on practice.

Chapters include key readings and questions to encourage further research and reflection, and every chapter is illustrated with summaries of real students’ dissertations, demonstrating the kind of research undertaken at Masters level.

2009: 234 x 156: 192ppPb: 978-0-415-49075-7: £22.99


NEW

Teaching Secondary Geography as if the Planet MattersJohn MorganSeries: Teaching... as if the Planet MattersTeaching Secondary Geography as if the Planet Matters provides detailed and practical advice on how Geography teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world. It sets out a model for teaching and learning that allows teachers to examine existing approaches to teaching and draw upon the insights of geography as a discipline to deepen students’ understanding of urban futures, climate change, ‘geographies of food’ and the ‘geographies of the credit crunch’.

Features include examples of suggested teaching activities, detailed case studies, sources of further reading and information, chapter summaries, discussion questions.

october 2010: 246 x 189: 208ppPb: 978-0-415-56388-8: £21.99


2Nd EdITIoN

Learning to Teach Geography in the Secondary SchoolA Companion to School ExperienceDavid Lambert, Chief Executive, The Geographical Association, UK and David Balderstone, Sharnbrook Upper School, Bedfordshire, UKSeries: Learning to Teach Subjects in the Secondary SchoolReviews from first edition:

’This is a practical and visionary book, as well as being superbly optimistic. It has as much to offer the experienced teacher as the novice and could be used to reinvigorate geography departments everywhere.’ – The Times Educational Supplement

Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps them acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and creative lessons.

This fully revised and updated second edition takes account of new legislation and important developments in geography education. Brand new chapters in this edition provide essential guidance on fieldwork, and using ICT in the context of geography teaching and learning.

2009: 246 x 174: 480ppPb: 978-0-415-43786-8: £23.99


GeographyTeaching School Subjects 11-19John Morgan and David LambertSeries: Teaching School Subjects 11-19This book re-frames a geography specialist’s subject knowledge as a school subject, outlining practices and approaches that will help the new teacher effectively communicate that knowledge in real classrooms.

2005: 216 x 138: 248ppPb: 978-0-415-32111-2: £21.99



16HISTorY

3rd EdITIoN

Learning to Teach History in the Secondary SchoolA Companion to School ExperienceEdited by James Arthur, Terry Haydn, Martin Hunt, Alison StephenSeries: Learning to Teach Subjects in the Secondary School’An excellent companion to Learning to Teach in Secondary School ... full of good ideas and better advice ... Mentors will certainly want to use it, and so, I’m sure, will the rest of the history department ... Make sure they buy one, and keep your copy under lock and key.’ – Michael Duffy, Times Educational Supplement

’A very well written and readable book. Overall, this is an excellent book and one which students and teachers outwith England would find a valuable addition to their library.’ – Scottish Association of Teachers of History, Resources Review

This is the third edition of a textbook that has established itself as the leading text for student teachers of history. It has been thoroughly updated, with a revised chapter on the use of ICT in history teaching and major new sections in the areas of inclusion, resources, assessment and professional development. It provides an array of references and materials that give a sound theoretical foundation for the teaching of history, including weblinks to further resources. A range of tasks enable students to put their learning into practice in the classroom.

The book also provides reference and access to a wide range of recent and relevant research in the field of history education, which will be of use to student teachers pursuing courses that have a Masters level component. In all, it is an invaluable resource for student and beginning history teachers.

2008: 246 x 174: 304ppPb: 978-0-415-43785-1: £23.99


A Practical Guide to Teaching History in the Secondary SchoolEdited by Martin HuntSeries: Routledge Teaching GuidesA practical workbook with guidance, ideas, practice tasks and photocopiable resources to help trainee history teachers develop imaginative approaches to presenting their subject in a classroom and promote pupils’ learning.

2006: 297 x 210: 120ppPb: 978-0-415-37024-0: £19.99


NEW

Debates in History TeachingEdited by Ian Davies, University of York, UKSeries: Debates in History TeachingWhat are the key debates in history teaching today?

Debates in History Teaching encourages teachers to engage with and reflect on key issues, concepts and debates in their subject. It supports you in reaching your own informed judgements, enabling you to discuss and argue your point of view with deeper theoretical knowledge and understanding.

Experts in the field consider the subject and its definition, perennial and new debates in the subject, the knowledge required to teach in the classroom, the philosophy of education and the subject, and the case for the subject in the curriculum.

Issues are tackled comprehensively and in-depth, from several angles, through debate and counter-arguments, providing a critical examination and a variety of perspectives on each chapter. Carefully annotated further reading and reflective questions in each chapter can be used as a starting point for research assignments and essays at Masters level.

december 2010: 234 x 156: 256ppPb: 978-0-415-57162-3: £22.99






17ICT

Learning to Teach ICT in the Secondary SchoolA Companion to School ExperienceSteve Kennewell, John Parkinson and Howard TannerSeries: Learning to Teach Subjects in the Secondary School’This book is intended for students training to teach ICT as a subject at secondary level. However, anyone involved in ICT would profit from reading it. It is rich in suggestions and covers most situations that can be found in secondary schools. Every ICT department would find something of use here. The tasks that are set throughout the book are realistic and anyone carrying them out will benefit. Turn to any page and you are struck by the authors’ realistic approach as well as the good sense. It is a pragmatic book that will help anyone develop into an innovative and reflective teacher.’ – Jacky Kenny, TES

2002: 246 x 174: 232ppPb: 978-0-415-27669-6: £23.99


A Practical Guide to Teaching ICT in the Secondary SchoolSteve KennewellSeries: Routledge Teaching GuidesProviding a wealth of practical activities and materials, this practical and accessible workbook is designed to support student and newly qualified teachers as they develop their basic teaching skills. A Practical Guide to Teaching ICT in the Secondary School draws on the best available research concerning student-teachers’ needs and approaches to learning.

2007: 297 x 210: 152ppPb: 978-0-415-40299-6: £19.99


Routledge Resources for Teaching in Higher EducationThe one stop shop for your teaching needs!Aimed at supporting the Higher Education teaching professional, this website highlights books that offer essential guidance, tips, and techniques that are sure to enhance your teaching practice.

Take a moment to browse our complete list of practical teaching and learning & eLearning resources today!

www.routledge.com/teachinginhighereducation


18MATHEMATICS

NEW

3rd EdITIoN

Learning to Teach Mathematics in the Secondary SchoolA Companion to School ExperienceEdited by Sue Johnston-Wilder, Peter Johnston-Wilder, University of Warwick, UK, David Pimm, University of Alberta, Canada and Clare Lee, The open University, UKSeries: Learning to Teach Subjects in the Secondary SchoolLearning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in the modern secondary school classroom. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of mathematics, provides tasks, teaching ideas and further reading to explore ideas in relation to school experience.

Already a major text for many university teaching courses, this fully revised third edition takes into account developments within the new KS3 and KS4 Maths frameworks recently launched by the Secondary National Strategy, exploring:

• the purpose of school mathematics

• communicating mathematically

• the role of new technologies in the mathematics

• curriculum and its teaching

• planning/mathematics

• education for pupils with special needs/for SEN

• assessment and public examinations

• teaching mathematics post-16.

The book also looks at mathematics in context and as wide-ranging subject, representing general and cross-curricular skills. Issues of professional development, including Assessment for learning and reflective Practice are examined, as well as a range of teaching approaches and styles, from whole-class strategies to personalised learning.

July 2010: 246 x 174: 320ppPb: 978-0-415-56558-5: £23.99


NEW

Cross-Curricular Teaching and Learning in the Secondary School... MathsRobert Ward-Penny, University of Warwick, UKThis book brings together ongoing debates about personalised learning, creativity and ICT in education, with a cross-curricular focus, and establishes a principled framework for cross-curricular teaching and learning in Maths. It identifies a range of key issues and constructs a research-based pedagogy with practical steps for students and teachers as they consider how cross curricular approaches can be implemented.

drawing on contemporary research and innovative practice, the book encourages teachers to think creatively about new cross-curricular approaches to teaching and learning and how they can present maths as a functional and relevant skill in the modern world. It provides practical ideas for collaborating with other departments and incorporating the personal, learning and thinking skills agenda, cross-curricular dimensions and work-based learning into maths teaching.

This timely textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in Maths teaching.

November 2010: 246 x 174: 192ppPb: 978-0-415-57204-0: £21.99


Becoming a Successful Teacher of MathematicsSonia Jones and Howard Tanner’This well-constructed book has much to commend it to experienced teachers, yet remains a highly effective study guide for trainee teachers. It also merits a wide readership among training providers, advisers and numeracy consultants.’ – Steve Abbott, Times Educational Supplement

2000: 234 x 156: 256ppPb: 978-0-415-23069-8: £24.99



19ModErN ForEIGN lANGUAGES

3rd EdITIoN

Learning to Teach Modern Foreign Languages in the Secondary SchoolA Companion to School ExperienceNorbert Pachler, Institute of Education, UK, Ann Barnes, University of Warwick, UK and Kit Field, Canterbury Christ Church University, UKSeries: Learning to Teach Subjects in the Secondary SchoolReviews from second edition:

’It is an excellent reference resource presenting clear, straightforward, factual information on all current issues facing MFL student teachers ... Also an excellent reference guide during the first years of teaching.’ – Mentoring and Tutoring

Learning to Teach Modern Foreign Languages in the Secondary School has established itself as the leading textbook for student teachers of modern foreign languages in the UK. The practical focus of the book is underpinned by a theoretical perspective, and students are encouraged to develop a personal approach to modern foreign language teaching. An account is also taken of relevant statutory frameworks.

This fully revised, third edition has been thoroughly updated to take account of recent policy and curriculum changes. And, with the recent increased emphasis on teachers as researchers, and the alignment of many PGCE courses, with Masters level criteria, reference to important concepts and theoretical positions have been strengthened with strong reference to their relevance in the context of professional practice and a new chapter discussing the findings of research on Second language Acquisition and Foreign language learning has been added.

2008: 246 x 174: 416ppPb: 978-0-415-43241-2: £23.99


A Practical Guide to Teaching Modern Foreign Languages in the Secondary SchoolEdited by Norbert Pachler and Ana RedondoSeries: Routledge Teaching Guides’What makes this book so good is its practical design and clear layout. The suggested activities contribute to a deepening of understanding on the topics presented while encouraging teachers to reflect on their own practice. I would recommend this book as a companion to developing teaching practice of MFL trainee teachers and NQTs, as it provides a well balanced selection of tasks and guidance for further reading and research.’ – ESCalate, Higher Education Academy

This practical guide offers valuable support for student-teachers and teachers in their early professional development. It provides detailed and up to date examples of theory in practice, and includes practical advice about planning and teaching MFl in the classroom.

2006: 297 x 210: 152ppPb: 978-0-415-39328-7: £19.99


Modern Foreign LanguagesTeaching School Subjects 11-19Norbert Pachler, Michael Evans and Shirley LawesSeries: Teaching School Subjects 11-19Covering the training standards for NQTs and the Induction Standards and also fully exploring issues to do with subject knowledge in learning to teach, this is the essential guide for teachers of foreign languages. Acknowledging that an essential element of a secondary teacher’s identity is tied up with their subject taught, the book is divided into three sections:

• framing the subject

• teaching the subject

• modern languages within the professional community.

This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it, and how to enagage with what pupils learn through it.

Written with teachers of modern foreign languages in the years of their early professional development in mind, this book is also suitable for those on PGCE courses, those in their induction year, and those in years two and three of their teaching career.

2007: 216 x 138: 200ppPb: 978-0-415-34284-1: £20.99






20PHYSICAl EdUCATIoN

NEW

3rd EdITIoN

Learning to Teach Physical Education in the Secondary SchoolA Companion to School ExperienceEdited by Susan Capel, Brunel University, UK and Margaret Whitehead, University of liverpool, UKSeries: Learning to Teach Subjects in the Secondary School’This book contains a wealth of advice on generic aspects of teaching and learning in Physical Education ... The accessibility of the text, and constant reference to ways of adapting suggestions to different situations, make this book particularly ’user-friendly’ and suitable for student-teachers in diverse settings.’ – European Physical Education Review

The third edition of this core text has been thoroughly revised in light of changes to both the National Curriculum and Qualified Teacher Status standards. Combining background information with suggestions for practical application, it provides essential support for student teachers throughout their training and teaching experience.

With tasks, case studies and further reading to encourage student teachers to reflect on their own development and practice, it covers lesson-planning and designing teaching, the philosophy and practice of inclusive PE, assessment, inclusion, citizenship and creativity. Two brand new chapters explain the role of reflective teaching in developing expertise and improving the quality of pupil learning, and explains how best to work with others – coaches, primary schools, local clubs – during curriculum time.

July 2010: 246 x 174: 400ppPb: 978-0-415-56164-8: £23.99


A Practical Guide to Teaching Physical Education in the Secondary SchoolEdited by Susan Capel, Peter Breckon and Jean O’NeillSeries: Routledge Teaching GuidesAn invaluable, practical workbook for physical education student-teachers as they develop their practice in the secondary school. Activities in each chapter provide a toolkit to help student PE teachers to analyse their learning and performance.

2006: 297 x 210: 176ppPb: 978-0-415-36111-8: £19.99


NEW

The Really Useful Physical Education BookEdited by Gary Stidder, University of Brighton, UK and Sid Hayes, University of Brighton, UKSeries: The Really Useful SeriesThe Really Useful Physical Education Book provides training and practising teachers with guidance and ideas to teach physical education effectively and imaginatively at Key Stage 2 and Key Stage 3. It is underpinned by easy-to-understand theory, links to the curriculum and presents a wide range of high quality, fun lessons alongside engaging teaching examples and methodologies.

With practical advice to ensure pupils exercise safely and enjoyably, it is a compendium of ideas for learning and teaching a range of activities.

The Really Useful Physical Education Book is for all secondary school teachers responsible for the new Key Stage 3 curriculum as well as those working with primary schools within school sport partnerships, providing them ideas and advice to help pupils participate in and enjoy physical education.

July 2010: 297 x 210: 176ppPb: 978-0-415-49827-2: £22.99






21Creative Approaches to Physical EducationHelping Children to Achieve their True PotentialEdited by Jim Lavin, Saint Martin’s College, lancaster, UKThe ideas have all been successfully developed in schools where every child has been encouraged to find success and to express themselves in new ways that surprise and delight teachers. Pupils feel ownership of their learning and pride in their achievements, fostering interest, creativity and motivation.

Guidance is provided in this book on how to develop new creative approaches in each area of the National Curriculum for PE.

2008: 246 x 174: 168ppPb: 978-0-415-44588-7: £18.99


The Routledge Physical Education ReaderEdited by Richard Bailey, University of Birmingham, UK and David Kirk, University of Bedfordshire, UKThis collection of key articles from the past thirty years of Physical Education research gives the reader a clear understanding of the most important issues facing teachers, pupils and researchers working in PE. Including guides to further reading and insightful editorial commentary in each thematic section, this book is essential reading for all serious students of physical education, sport, coaching, exercise and health.

2008: 246 x 174: 432ppPb: 978-0-415-44601-3: £29.99


rElIGIoUS EdUCATIoN

2Nd EdITIoN

Learning to Teach Religious Education in the Secondary SchoolA Companion to School ExperienceEdited by L. Philip Barnes, Andrew Wright and Ann-Marie Brandom, all at Kings College University, london, UKSeries: Learning to Teach Subjects in the Secondary SchoolLearning to Teach Religious Education in the Secondary School provides insights from current educational theory and the best contemporary classroom teaching and learning, and suggests tasks, activities and further reading that are designed to enhance the quality of initial school experience for the student teacher.

Key themes addressed include:

• the place of religious Education in the curriculum

• state and faith community schooling

• developing schemes of work

• language and religious literacy

• teaching religion at 16 plus

• religion and moral education

• collective worship.

This second edition has been thoroughly updated throughout to take account of changes to policy and the curriculum. It includes two additional chapters on ‘religious Education and Citizenship’ and ‘Teaching religious Education at A level’, as well as new versions of three original chapters ‘Teaching Children with Special Educational Needs’, ‘religious Education and Moral Education’ and ‘resources for religious Education’.

2008: 246 x 174: 312ppPb: 978-0-415-42046-4: £23.99



22NEW

Teaching Religion and ScienceEffective Pedagogy and Practical Approaches for rE TeachersTonie Stolberg and Geoff Teece, both at University of Birmingham, UKCan religion and science co-exist successfully in the classroom?

How can you encourage an environment where differing views are treated positively?

Teaching Religion and Science aims to give rE teachers a pedagogical foundation for the teaching of religion and science topics, and for the teaching of religion as a whole. It will help you to have confidence to include what might appear to be challenging or controversial topics in your lessons, and provides guidance on how religion and science themes can be effectively addressed using appropriate classroom teaching methods.

Containing a wealth of practical advice to help you turn pedagogical theory into practice effortlessly, it helps you understand your own attitudes to the subject, as well as those of your students, to ensure successful teaching. Essential guidance includes:

• activities to help you apply pedagogic practices to your own particular classroom situation

• advice to help minimise potential difficulties whilst tackling controversial issues

• links to a wide range of resources and advice on further reading

• comprehensive lesson plans for ages 11-16 and 16-19.

designed to be a resource for all training and practising rE teachers, Teaching Religion and Science offers much needed support for successfully integrating the teaching of religion and science in your classroom.

August 2010: 234 x 156: 140ppPb: 978-0-415-54820-5: £19.99


NEW

Religious EducationA Conceptual and Interdisciplinary Approach for Secondary levelClive Erricker, Former Hampshire Inspector for religious Education and History, UKThe role of religious Education in secondary schools is the subject of national and international debate. This book examines the current debates surrounding rE and puts forward a new approach to teaching the subject that is non-faith based and focused on conceptual enquiry and the development of a clear pedagogy. The book is based on the living difference learning model developed in Hampshire and adopted in other parts of the UK, which is sparking international discussion and provides an effective approach to implementing the new secondary curriculum.

The chapters include examinations of:

• religious education and the curriculum

• an interdisciplinary approach to religious education

• the significance of pedagogy and learners’ development

• planning, progression, assessment and delivery

• specific case studies and examples of good practice in schools

• theoretical grounding and the future of rE

• the effects of globalisation, post-modernity and multiculturalism.

Providing a basis for developing thinking about religious Education, its place in the curriculum and how it can be delivered effectively in schools, this book is essential reading for tutors, students and teachers.

April 2010: 246 x 189: 240ppPb: 978-0-415-47874-8: £21.99



23SCIENCE

NEW

3rd EdITIoN

Learning to Teach Science in the Secondary SchoolA Companion to School ExperienceEdited by Jenny FrostSeries: Learning to Teach Subjects in the Secondary SchoolLearning to Teach Science in the Secondary School, now in its third edition, is an indispensable guide to the process and practice of teaching and learning science. This new edition has been fully updated in the light of changes to professional knowledge and practice – including the introduction of Master level credits on PGCE courses – and revisions to the national curriculum.

Written by experienced practitioners, this popular textbook comprehensively covers the opportunities and challenges of teaching science in the secondary school. It provides guidance on:

• the knowledge and skills you need, and understanding the science department at your school

• development of the science curriculum in two brand new chapters on the curriculum 11-14 and 14-19

• the nature of science and how science works, biology, chemistry, physics and astronomy, earth science

• planning for progression, using schemes of work to support planning, and evaluating lessons

• language in science, practical work, using ICT, science for citizenship, Sex and Health Education and learning outside the classroom

•assessment for learning and external assessment and examinations.

Every unit includes a clear chapter introduction, learning objectives, further reading, lists of useful resources and specially designed tasks – including those to support Masters level work – as well as cross-referencing to essential advice in the core text Learning to Teach in the Secondary School, fifth edition.

April 2010: 246 x 174: 336ppPb: 978-0-415-55020-8: £23.99


A Practical Guide to Teaching Science in the Secondary SchoolDouglas P. Newton, University of durham, UKSeries: Routledge Teaching GuidesThis practical and accessible workbook is designed to support student teachers as they develop their basic teaching skills and increase their broader knowledge and understanding for teaching science. Newly qualified and beginning teachers should also find it useful.

It contains all the advice, guidance and resources new and student science teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations.

2008: 297 x 210: 120ppPb: 978-0-415-45364-6: £20.99


NEW

3rd EdITIoN

Teaching Secondary ScienceConstructing Meaning and developing UnderstandingKeith Ross, University of Gloucestershire, UK, Liz Lakin, University of Cumbria, UK and Janet McKechnie, Cheltenham Bournside School, Cheltenham, UKNow fully updated in its third edition Teaching Secondary Science is a comprehensive guide to all aspects of science teaching, providing a wealth of information and ideas about different approaches. With guidance on how children understand scientific ideas and the implications this has on teaching, teachers are encouraged to construct their own meanings and become reflective in their practice. relating science to government agendas, such as the National Strategies, Assessment for learning and Every Child Matters, this new edition reflects and maps to changes in national standards.

Presenting an environmentally sustainable, global approach to science teaching, this book emphasises the need to build on and challenge children’s existing ideas so they better understand the world in which they live. Essential reading for all students and practising teachers, this invaluable book will support those undertaking secondary science PGCEs and provides material suitable for those studying at Masters level.

February 2010: 246 x 174: 272ppPb: 978-0-415-46886-2: £21.99






242Nd EdITIoN

Science Learning, Science TeachingJerry Wellington, Sheffield University, UK and Gren Ireson, Nottingham Trent University, UKThis book provides a comprehensive and critical guide to the new and experienced teachers on the teaching and learning of science. It combines an overview of current research with an account of curriculum changes to provide a valuable and practical guide to the business of classroom teaching.

The book gives helpful advice and ideas for exploring further on current issues in the teaching of science, including:

• inclusion

• planning teaching and setting targets

• assessment with a focus on assessment for learning

• the use of ICT in science pedagogy

• language and literacy in science education

• the way ’science works’ and the nature of science.

Each chapter offers references, further reading and recommended websites, which will be especially valuable to those who wish to submit assignments at Masters level under the new framework for ITT courses.

2007: 234 x 156: 368ppPb: 978-0-415-43393-8: £23.99


ScienceTeaching School Subjects 11-19Edited by Vanessa Kind, durham University, UK and Keith Taber, University of Cambridge, UKSeries: Teaching School Subjects 11-19’Overall, the book offers a clear and helpful frame for conceptualizing a view of the professional science teacher as one who embraces the notion of recognizing personal agency and responsibility in both the construction of knowledge for science teaching and the construction of knowledge about science teaching.’ – International Journal of Science Education Vol. 28, No. 12, 6 October 2006

2005: 216 x 138: 304ppPb: 978-0-415-34283-4: £21.99


Learning Science Outside the ClassroomEdited by Martin Braund, University of York, UK and Michael Reiss, Institute of Education, University of london, UK’This book will be welcomed by pragmatists and environmentalists alike. It is a passport to taking children out of the classroom and beyond into the real world: a real advocate for life-long learning.’ – Liz Lakin, Primary Science Review

With contributions from well known and respected practitioners in all fields of science education and through using case studies, Learning Science Outside the Classroom offers practical guidance for teachers, assistant teaching staff and student teachers involved in primary and secondary education. It will help enable them to widen the scientific experience and understanding of pupils.

2004: 246 x 174: 256ppPb: 978-0-415-32117-4: £24.99





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