Christine Hall – författare

Story Street for ages 4-7:

‘Why study the arts at school?’ This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and Tate art museum, Schools and Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom to include families, the media and popular culture.

The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including:

Focusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.

‘Why study the arts at school?’ This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and Tate art museum, Schools and Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom to include families, the media and popular culture.

The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including:

Focusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.

Children''s Reading Choices discusses the reading habits of children aged between 10 and 14. The book reports the findings of the Children''s Reading Choices project - conducted by the authors from the University of Nottingham and the largest national survey of children''s reading choices since the 1970s. The book includes reports and discussion on: * girls'' and boys'' reading preferences and the differences between their reading habits * the place of series books, teenage magazines and comics in children''s reading * the most popular authors and titles at different ages * purchasing habits and library use.

Children''s Reading Choices discusses the reading habits of children aged between 10 and 14. The book reports the findings of the Children''s Reading Choices project - conducted by the authors from the University of Nottingham and the largest national survey of children''s reading choices since the 1970s. The book includes reports and discussion on: * girls'' and boys'' reading preferences and the differences between their reading habits * the place of series books, teenage magazines and comics in children''s reading * the most popular authors and titles at different ages * purchasing habits and library use.

Recognising performance and accountability pressures on schools, Inspiring School Change shows how a commitment to the arts in education can meet core school agendas of pupil and parent engagement, attainment, improved teaching and inclusion. Schools are under pressure to develop their students’ creativity and to improve their cultural education. This book fills a gap by marshalling the arguments and evidence for a form of education in, through and with the arts that moves beyond individual projects to become central to teaching, learning and school reform.

When the arts are taken seriously, schools become different - and better - places. Using research evidence to promote greater awareness of the capacity of the arts to promote educational change, this text captures four key themes that run through all of the chapters:

• Inspiration - sharing experiences and the way they happened, documenting inspiring pedagogy by understanding the reason it was done, the factors and the people involved in making it work.

• School change - the need for schools to better prepare young people for the lives they will live in the twenty-first century; to engage young people more effectively and so educate them better, and the recognition that in an unequal society schools can contribute to making things fairer.

• Creative arts - demonstrates, through international research, how the arts can facilitate whole school learning, meet core agendas, such as attainment, inclusion and promote lifelong learning.

• Transforming education - marshals the arguments and evidence for a form of education in, through and with the arts that moves beyond individual projects to become central to teaching, learning and school reform.

Tackling the hot topics of parent and pupil engagement, standards and accountability in a fresh way, Inspiring School Change offers those engaged in the research and practice of improving teaching and learning with insight into the educational value and possibilities of arts-based teaching and an arts-rich curriculum

Recognising performance and accountability pressures on schools, Inspiring School Change shows how a commitment to the arts in education can meet core school agendas of pupil and parent engagement, attainment, improved teaching and inclusion. Schools are under pressure to develop their students’ creativity and to improve their cultural education. This book fills a gap by marshalling the arguments and evidence for a form of education in, through and with the arts that moves beyond individual projects to become central to teaching, learning and school reform.

When the arts are taken seriously, schools become different - and better - places. Using research evidence to promote greater awareness of the capacity of the arts to promote educational change, this text captures four key themes that run through all of the chapters:

• Inspiration - sharing experiences and the way they happened, documenting inspiring pedagogy by understanding the reason it was done, the factors and the people involved in making it work.

• School change - the need for schools to better prepare young people for the lives they will live in the twenty-first century; to engage young people more effectively and so educate them better, and the recognition that in an unequal society schools can contribute to making things fairer.

• Creative arts - demonstrates, through international research, how the arts can facilitate whole school learning, meet core agendas, such as attainment, inclusion and promote lifelong learning.

• Transforming education - marshals the arguments and evidence for a form of education in, through and with the arts that moves beyond individual projects to become central to teaching, learning and school reform.

Tackling the hot topics of parent and pupil engagement, standards and accountability in a fresh way, Inspiring School Change offers those engaged in the research and practice of improving teaching and learning with insight into the educational value and possibilities of arts-based teaching and an arts-rich curriculum

Autism Spectrum Disorder Assessment in Schools serves as a guide on how to assess children for autism spectrum disorders (ASD), specifically in school settings. Dilly and Hall offer a general overview of ASD, describe ASD assessment best practices, and explain the process of identifying ASD in schools. Current research and up-to-date science is incorporated in a practitioner-friendly manner, and short case vignettes will increase the accessibility of the book content and illustrate principles. As the rates of ASD reach 1/59 children, and school psychologists are increasingly expected to possess expertise in the assessment of ASD, this book serves as a must have for school psychologists, school social workers, and other practitioners.

Autism Spectrum Disorder Assessment in Schools serves as a guide on how to assess children for autism spectrum disorders (ASD), specifically in school settings. Dilly and Hall offer a general overview of ASD, describe ASD assessment best practices, and explain the process of identifying ASD in schools. Current research and up-to-date science is incorporated in a practitioner-friendly manner, and short case vignettes will increase the accessibility of the book content and illustrate principles. As the rates of ASD reach 1/59 children, and school psychologists are increasingly expected to possess expertise in the assessment of ASD, this book serves as a must have for school psychologists, school social workers, and other practitioners.