Becky Taylor – författare

Presenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing ‘Ability’ Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality.

Alongside a comprehensive account of existing literature and the international field, this book offers:

Addressing attainment grouping as an obstacle to raising pupil attainment, this book offers a distinctive, wide-ranging appraisal of the international field, new large-scale empirical evidence, and ‘close to practice’ attention to the practicalities and constraints of the classroom. Reassessing ‘Ability’ Grouping is an essential read for any practitioners and policymakers, as well as students engaged in the field of education and social justice.

Presenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing ‘Ability’ Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality.

Alongside a comprehensive account of existing literature and the international field, this book offers:

Addressing attainment grouping as an obstacle to raising pupil attainment, this book offers a distinctive, wide-ranging appraisal of the international field, new large-scale empirical evidence, and ‘close to practice’ attention to the practicalities and constraints of the classroom. Reassessing ‘Ability’ Grouping is an essential read for any practitioners and policymakers, as well as students engaged in the field of education and social justice.

This book was developed as part of the celebrations for the 50th anniversary of the founding of the journal Education 3–13, which has always had primary education as its main focus. The journal has been published by Routledge since 2007 and is the most important academic publication in the field internationally.

This book has been edited by a team of academics and senior practitioners, all of whom are members of the Board of the journal or the Association for the Study of Primary Education (which is the owning body of the journal). It will serve as an excellent resource to researchers and students of primary education. Topics include major contemporary issues such as key challenges in the field, learning and teaching, wellbeing, teachers’ work and professionalism, and outdoor learning. The chapters in this book comprise articles published in Education 3–13 in the last ten years.

This book was developed as part of the celebrations for the 50th anniversary of the founding of the journal Education 3–13, which has always had primary education as its main focus. The journal has been published by Routledge since 2007 and is the most important academic publication in the field internationally.

This book has been edited by a team of academics and senior practitioners, all of whom are members of the Board of the journal or the Association for the Study of Primary Education (which is the owning body of the journal). It will serve as an excellent resource to researchers and students of primary education. Topics include major contemporary issues such as key challenges in the field, learning and teaching, wellbeing, teachers’ work and professionalism, and outdoor learning. The chapters in this book comprise articles published in Education 3–13 in the last ten years.

It has been argued that too much research is conducted for the ''world'' of education research, and not enough for the ''village'' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research. What is happening in the ‘village’ of schools, and how is that related to what is happening in the ‘world’ of educational research? What might the distinction between the ‘village’ and the ‘world’ mean today, and is it still a useful one?

The chapters in this book explore the prospects of teacher research in an age in which educational data proliferates, often used for accountability and surveillance purposes, and in which instrumentalist notions of ''evidence-based practice'' dominate. They consider contexts ranging from Initial Teacher Education through to ongoing teacher professional learning in schools.

This volume concludes with an argument for turning the conversation from research as an ''add-on'' to something that can be, should be, and arguably is, a central feature of the everyday work of teaching. It aims to envision positive futures for the kinds of ''villages'' and ''worlds'' that may be possible when enabling meaningful and rich research with, for and by teachers.

This book was originally published as a special issue of the journal, Teaching Education.

It has been argued that too much research is conducted for the ''world'' of education research, and not enough for the ''village'' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research. What is happening in the ‘village’ of schools, and how is that related to what is happening in the ‘world’ of educational research? What might the distinction between the ‘village’ and the ‘world’ mean today, and is it still a useful one?

The chapters in this book explore the prospects of teacher research in an age in which educational data proliferates, often used for accountability and surveillance purposes, and in which instrumentalist notions of ''evidence-based practice'' dominate. They consider contexts ranging from Initial Teacher Education through to ongoing teacher professional learning in schools.

This volume concludes with an argument for turning the conversation from research as an ''add-on'' to something that can be, should be, and arguably is, a central feature of the everyday work of teaching. It aims to envision positive futures for the kinds of ''villages'' and ''worlds'' that may be possible when enabling meaningful and rich research with, for and by teachers.

This book was originally published as a special issue of the journal, Teaching Education.

Tell Me the Number before Infinity has been praised as the honest, moving, informative, and often funny memoir by Becky Taylor, born in 1972 with cerebral palsy and a gift for math, and by her mother Dena Taylor. They contributed to mainstreaming of disabled children into California public schools. Parents, teachers, sociologists, disabled people and even brain researchers will find the book inspiring. 

Although several books on disabilities already exist, the use of two narrations is unique. The subject is Becky Taylor, from her birth in 1972 to about age forty. The mother, Dena Taylor, begins the book by telling us about her daughter''s earliest years, discovering Becky''s cerebral palsy, and her exceptional gift for calculus and depth of thought at the age of four. 

Then Becky and Dena, from their own distinct perspectives and styles, in counterpoint, write of Becky''s early childhood, school years with the family, and on to college and adulthood. Stan Rushworth wrote about the book: ...We experience the honest, blended lives and feelings of these two women, navigating all that happens together from birth through adulthood, from different viewpoints that are very deeply intermingled.... carries strength, humor, and pain, and it will make a profound difference in people''s lives.

The title is Becky''s answer to her father''s question to her as to whether infinity is an odd or an even number. She was four years old at the time, the same age as she was in the cover photo.

Becky Taylor has a degree in accounting, and is a Computer Science graduate from the University of California, Santa Cruz. She lives in Santa Cruz where she vice-chairs the Commission on Disabilities, and is involved in other civic organizations. Dena Taylor, M.S.W., Rutgers University, is the mother of two grown daughters, and is retired from careers in social work and education. She is the author, editor and co-editor of six books on women''s issues.