Kathryn Riley – författare

    This newly revised edition continues to expand on the success of earlier editions, taking a subject that is generally considered quite complicated and making it accessible to virtually anyone who requires a basic understanding of linguistics. The authors illustrate major concepts in an easy-to-read style, giving students and specialists in language-related fields an introduction to the essential principles and methods of linguistic theory. Non-linguistics majors will also find this book user-friendly, with a wealth of exercises and references interspersed throughout to help reinforce concepts.

    Specialists in language-related fields, including Speech-Language Pathology, Experimental Phonetics, Communication, Education, Psychology, and English as a Second Language, will find this text a must-have reference for all courses.

`Working with Disaffected Students is an interesting, informative and accessible book which should appeal to the target audience of practitioners and policy makers. The recommendations in this book are sound and highly relevant to the target audience. Everyone, particularly the disaffected young people themselves, should benefit from sound research presented in such and engaging and accessible way' - British Journal Educational Studies

`The book stresses the importance of early (and real) inter-agency co-operation, and of good initial and on-going teacher training' - Michael Duffy, The Times Educational Supplement

`I cannot tell you how much I enjoyed the grown up approach of this book, soundly grounded in evidence, and not afraid to talk in terms of a really inclusive approach. In particular, I loved to hear the clear statements on the need for trust between Government and Schools' - Education Review

`This is a humane and reflective book. One for all teachers, heads and other professionals involved in children's welfare. It should be compulsory reading for the target-setters accountability merchants, as it demands a very different king of responsibility towards vulnerable children and their future' - Improving Schools

`An insightful, powerful and, at times, worrying exploration of reasons for children choosing, or being forced, not to attend school. I feel that this book is a must-read for teachers, parents and carers alike. If the powerful messages are absorbed and internalized, then perhaps new ways of exploring the relationships required with children who become disaffected can be found' - Lynne Westwood, Working with People Who Have a Learning Disability

'This book is a welcome and timely addition to the growing body of research and writing on educational inclusion…. It is a rich source of good practice, policies and ideas. Used skillfully, it could be a powerful resource to influence a school's approach to the management of student disaffection…. I would recommend this book as essential source of empowerment for all who aspire to improve schools and include all' - Alan J Child, Journal of InService Education

`This book provides policy-makers and practitioners with positive strategies for best practice, helping them to formulate and implement policies that will improve prospects for disaffected pupils. The authors encourage inclusive solutions that emphasise working in partnership' - SENCO Update

This accessible book is about pupil disaffection. It tackles some of the issues which confront policy makers and practitioners in many countries and contexts. Education has become a political priority for many governments, and many have sought to tackle the issues of underachievement and failure. But if education is a political priority, why aren't school days `the best days of your life'? Why are so many students - and their teachers - unhappy with their lot?

Most children start school at five, or thereabouts, with enthusiasm and curiosity. Most parents want the best for their children. Most teachers enter the teaching profession because they are motivated by enthusiasm for their subject, or by a commitment to support children's learning. Most teachers who become head teachers do so because they want to make a difference to young people's lives. For many teachers and their pupils, education is a rewarding experience.

But what happens over the years to lead to disaffection in a sizeable minority? Why does the partnership between schools and families succeed for some, but fall apart for others? Why do some young people reject school and become excluded from learning? What forces the different 'camps' to blame each other ?

International studies have shown that education attainment at age 16 is the most important predictor of future participation in learning, and of labour market opportunities. Young people with no qualifications are between two and three times more likely to be unemployed as their peers, and to be excluded from society. They become disenfranchised by their lack of educational opportunities.

This book is more than another tale of pupil disengagement. From talking to parents, pupils and teachers, the authors provide some answers to the questions:

- What can be done to realize the high expectations that are shared by parents, pupils and teachers alike when children first start their schooling?

- What can be done to make a difference?

School reform is a top priority for governments today. This timely and challenging book, edited by leading international researchers, Kathryn Riley and Karen Seashore Louis, offers a rich comparative perspective on leadership for change and school reform. Contributors form North America, Europe and Australia demonstrate how school leadership is influenced by global pressures, differing national and state contexts and local concerns. They illustrate the limitations of reform initiatives which focus on school leaders tot he exclusion of the many other organisations which affect school, such as national and local governments, professional associations and school communities. This book raises some important questions such as:*How can school leaders create intelligent, thinking schools?*How can leadership and learning be linked together?*What are the characteristics of effective local education authorities and school districts?*What is the role of teacher organisations in educational reform and change?*What happens if businesses, teachers, parents and local communities have different views of what makes a good school?The text illustrates the ways in which leadership is rooted in learning, and identifies new directions for school leadership. It challenges conventional notions of leadership, offering an expanded view, which sees leadership just as an individual role-based function, but as a network of relationships among people, structures and cultures. This lively and provocative book should be read by all those interested in education reform.

School reform is a top priority for governments today. This timely and challenging book, edited by leading international researchers, Kathryn Riley and Karen Seashore Louis, offers a rich comparative perspective on leadership for change and school reform. Contributors form North America, Europe and Australia demonstrate how school leadership is influenced by global pressures, differing national and state contexts and local concerns. They illustrate the limitations of reform initiatives which focus on school leaders tot he exclusion of the many other organisations which affect school, such as national and local governments, professional associations and school communities. This book raises some important questions such as:*How can school leaders create intelligent, thinking schools?*How can leadership and learning be linked together?*What are the characteristics of effective local education authorities and school districts?*What is the role of teacher organisations in educational reform and change?*What happens if businesses, teachers, parents and local communities have different views of what makes a good school?The text illustrates the ways in which leadership is rooted in learning, and identifies new directions for school leadership. It challenges conventional notions of leadership, offering an expanded view, which sees leadership just as an individual role-based function, but as a network of relationships among people, structures and cultures. This lively and provocative book should be read by all those interested in education reform.

This book is situated in the simultaneous thinking (theory) and doing (action) of posthumanist performativity and new materialist methodologies to bring forth a multitude of stories that demonstrate co-constituted and co-implicated worldmaking practices.

It is written in response to the fact that our Earth is at a critical juncture. As atmospheric temperatures rise and cast unprecedented and wide-spread social and ecological crises across the planet, social and ecological injustices and threats cannot be separated from globalising, neoliberal, capitalist, and colonial discourses that proliferate through anthropocentric and humancentric logics. Manifesting in binary classifications that position the human as separate from the Earth, and dominant categories of the human in hierarchies of power, such logics homogenise and institutionalise the field of environmental education and result in an over-emphasis on instrumentalist, technicist, and mechanistic teaching and learning practices.

Exploring the affects emerging within, and between, an assemblage comprising Researcher/Teacher/Environmental Education Worldings, this book seeks to understand how the researcher makes sense of herself with/in the broader ecologies of the world; collaborative processes with an elementary-school teacher in Saskatchewan, Canada, as actualised through four co-created and co-implemented multisensory researcher/teacher enactments (Mindful Walking, Mapping Worlds, Eco-art Installation, and Photographic Encounters); and how the researcher/teacher organises themselves with Land-based pedagogies, environmental education curriculum policy, and wider discourses of Western education. This book does not propose a better way of teaching and learning in environmental education. Rather, showing how difference between categories is relationally bound, this book offers a conceptual (re)storying of human/Earth relationships in environmental education for social and ecologicaljustice in these times of the Anthropocene.