Paul Cooper – författare

THE SUNDAY TIMES BESTSELLER'You need to read this book' Cal Flyn, author of Islands of Abandonment'Cooper is a phenomenon' Max Hastings, Sunday Times**Based on the hit podcast with over 200 million streams**The world is full of ruins. From the Colosseum of Rome to the crumbling suburbs of Detroit, the vine-wreathed temples of the Maya to the shell-pocked buildings of Bakhmut and Gaza. Each of these ruins has a different history, but all of them are places where, one day, the future ended.In Fall of Civilizations, historian Paul Cooper tells the stories behind our greatest civilizations, how they rose to power and what life was like for the people who witnessed their downfall. Based on the critically acclaimed podcast, this extraordinary book turns a clear eye on to humanity’s past mistakes – and whether we are doomed to repeat them.

THE SUNDAY TIMES BESTSELLER'You need to read this book' Cal Flyn, author of Islands of Abandonment'Cooper is a phenomenon' Max Hastings, Sunday Times**Based on the hit podcast with over 200 million streams**The world is full of ruins. From the Colosseum of Rome to the crumbling suburbs of Detroit, the vine-wreathed temples of the Maya to the shell-pocked buildings of Bakhmut and Gaza. Each of these ruins has a different history, but all of them are places where, one day, the future ended.In Fall of Civilizations, historian Paul Cooper tells the stories behind our greatest civilizations, how they rose to power and what life was like for the people who witnessed their downfall. Based on the critically acclaimed podcast, this extraordinary book turns a clear eye on to humanity’s past mistakes – and whether we are doomed to repeat them.

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Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed.Effective Schools for Disaffected Students offers insights into how these outcomes might be achieved in both mainstream and segregated settings. The investigation is based on the views of pupils who have been excluded from mainstream schools for pupils with emotional and behavioural difficulties. The author relates the pupils' experiences of the different types of school to research in the area of school effectiveness. He offers some practical guidelines on ways in which teachers and managers can work towards reducing disaffection in schools within the real life contexts in which they occur. The book will appeal to anybody whose concerns are with the everday realities of schooling.

Teachers in mainstream schools are increasingly confronted with children with severe emotional and behavioural difficulties, for whose performance and effect on the rest of the class they are held accountable. Often exclusion seems to be the only option. This book shows that it is not. It provides a concise, clearly written guide to the major approaches which can be used to deal with emotional and behavioural difficulties - their possibilities and their pitfalls. It will be invaluable reading for special needs coordinators, individual teachers reflecting on the issue in their own classrooms and heads wishing to establish whole school approaches to the problem.

Positive Alternatives to School Exclusion looks at what schools can do to build more harmonious communities and engage students - particularly those at risk of exclusion - more productively in all areas of school life. It describes the Positive Alternatives to School Exclusion Project, a multi-phase, collaborative initiative based at the School of Education, University of Cambridge.Drawing on the perspectives of staff and pupils, the authors provide detailed case studies of the approaches and strategies being adopted in a variety of settings (primary, secondary and FE) to foster inclusion and reduce and prevent exclusion. It also identifies a number of different frameworks, drawn from the case studies, which can be used by practitioners working in other settings to support their own reflection and development work. Particular importance is placed, throughout the book, on valuing the domain of personal experience in the life of the school community. The authors explore this theme in detail, suggesting ways in which it might become a priority focus of further development work in schools.

Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD, offering a theoretical introduction to the disorder, and practical guidance for the classroom teacher on how to support children with this condition.This practical guide is divided into three clear sections which focus on:* the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately diagnosed* the principles and practices of intervention, including specific educational interventions and behaviour management techniques* a series of case studies illustrating the nature of AD/HD and its relationship with other difficulties making suggestions for school-based interventions.Rooted in the experiences of practitioners who work with children with AD/HD every day, this book draws on up-to-date research evidence to challenge crude assumptions about AD/HD and argue that the best way to understand it is as a condition in which biological and environmental factors interact.

From Inclusion to Engagement challenges the ideologically driven academic discourse that has come to dominate inclusive education by presenting research-based knowledge about what actually works. Presents an innovative approach rooted in a biopsychosocial theoretical perspective – an approach that is still relatively misunderstood within the educational sphereOffers insights based on an extensive review of contemporary international research in the fieldAvoids the biases of ideology in favour of science-based social and educational outcomesThe first comprehensive account of evidence-based interventions for students with Social, Emotional and Behavioural Difficulties

This book draws on a framework of enregisterment and indexicality to chart the ways in which the Yorkshire dialect came to be associated with particular linguistic repertoires and social stereotypes from the nineteenth century through to today. Cooper situates the work within a historical enregisterment framework, rooted in an ideological approach to the study of language.Focusing on representations of the Yorkshire dialect in a corpus of nineteenth-century writing, comprising poetry, ballads, songs, and plays, Cooper explores how the dialect came to be enregistered and indexical of social values such as friendliness, directness, or authenticity, and how sub-varieties impacted the division of communities along ideological lines. The volume also includes qualitative analyses of metalinguistic commentary from such historical sources as dictionaries, glossaries, and magazines. Taken together, the book offers a holistic picture of the evolution of the Yorkshire dialect and in turn, stereotypes of “Yorkshireness” which persist to this day. Cooper shows how an enregisterment approach can offer a deeper understanding of the historical relationships between dialect and identity and in turn, contemporary perceptions of dialects and their speakers.This volume will be of interest to students and scholars in historical sociolinguistics, dialectology, and English language.

This book draws on a framework of enregisterment and indexicality to chart the ways in which the Yorkshire dialect came to be associated with particular linguistic repertoires and social stereotypes from the nineteenth century through to today. Cooper situates the work within a historical enregisterment framework, rooted in an ideological approach to the study of language.Focusing on representations of the Yorkshire dialect in a corpus of nineteenth-century writing, comprising poetry, ballads, songs, and plays, Cooper explores how the dialect came to be enregistered and indexical of social values such as friendliness, directness, or authenticity, and how sub-varieties impacted the division of communities along ideological lines. The volume also includes qualitative analyses of metalinguistic commentary from such historical sources as dictionaries, glossaries, and magazines. Taken together, the book offers a holistic picture of the evolution of the Yorkshire dialect and in turn, stereotypes of “Yorkshireness” which persist to this day. Cooper shows how an enregisterment approach can offer a deeper understanding of the historical relationships between dialect and identity and in turn, contemporary perceptions of dialects and their speakers.This volume will be of interest to students and scholars in historical sociolinguistics, dialectology, and English language.

Teachers in mainstream schools are increasingly confronted with children with severe emotional and behavioural difficulties, for whose performance and effect on the rest of the class they are held accountable. Often exclusion seems to be the only option. This book shows that it is not. It provides a concise, clearly written guide to the major approaches which can be used to deal with emotional and behavioural difficulties - their possibilities and their pitfalls. It will be invaluable reading for special needs coordinators, individual teachers reflecting on the issue in their own classrooms and heads wishing to establish whole school approaches to the problem.

Designed for individual teachers and school teams alike, this text demonstrates how to approach and manage disruptive students and behaviour. At the book’s core is a series of detailed strategies for dealing with commonly occurring problems. Some of the chapters in the book focus on:* The Nature and Causes of Disruption* Responding to Disruption* Basic Principles* Understanding and Dealing with Gambits* Sharing Good PracticeThe ideas and theories are presented in the context of a research base and come complete with case studies.This text is published in association with the Times Educational Supplement.

Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD, offering a theoretical introduction to the disorder, and practical guidance for the classroom teacher on how to support children with this condition.This practical guide is divided into three clear sections which focus on:* the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately diagnosed* the principles and practices of intervention, including specific educational interventions and behaviour management techniques* a series of case studies illustrating the nature of AD/HD and its relationship with other difficulties making suggestions for school-based interventions.Rooted in the experiences of practitioners who work with children with AD/HD every day, this book draws on up-to-date research evidence to challenge crude assumptions about AD/HD and argue that the best way to understand it is as a condition in which biological and environmental factors interact.

This is a clear and concise guide to classroom practice for teachers dealing with pupils with attention deficit / hyperactivity disorder, a condition that is estimated to affect on average one in every twenty-five children. In this new and revised edition, the authors present in an accessible style and with regard for the everyday realities of the classroom life: key issues commonly raised by teachers about AD/HD; sources of information on the nature and assessment of AD/HD; advice to teachers on how to communicate with both parents and professionals; and practical classroom strategies and interventions for effectively tackling the condition. All teachers of pupils in the 5-16 age range will benefit from the explanation and advice on AD/HD offered in this resource book. It will be of particular interest to SENCOs, teachers concerned with Home School Liaison and those concerned with emotional and behavioral difficulties in the classroom.

Positive Alternatives to School Exclusion looks at what schools can do to build more harmonious communities and engage students - particularly those at risk of exclusion - more productively in all areas of school life. It describes the Positive Alternatives to School Exclusion Project, a multi-phase, collaborative initiative based at the School of Education, University of Cambridge.Drawing on the perspectives of staff and pupils, the authors provide detailed case studies of the approaches and strategies being adopted in a variety of settings (primary, secondary and FE) to foster inclusion and reduce and prevent exclusion. It also identifies a number of different frameworks, drawn from the case studies, which can be used by practitioners working in other settings to support their own reflection and development work. Particular importance is placed, throughout the book, on valuing the domain of personal experience in the life of the school community. The authors explore this theme in detail, suggesting ways in which it might become a priority focus of further development work in schools.

The Department for Education (DfE) want to ensure all trainee teachers have an understanding of emotional development and attachment, and so this book presents the key concepts that are essential for training in this area to ensure all teachers are up to date. Attachment issues and mental health have a huge impact on pupils' performance and so an understanding of young people's emotional development is crucial for any teacher. Increasing teachers understanding and skills around emotional development can prevent many long term mental health difficulties in our schools and in our communities.Key topics such as attachment theory, emotion coaching, tackling disruptive behaviour and the trauma continuum are introduced and explained, with advice and tips for a classroom setting offered throughout. The experiences of practitioners in the field are presented alongside those of researchers, offering a range of diverse perspectives including education, psychology and health. This is an essential text for trainee and practising teachers.

This book explores the ways in which pupils with social, emotional and behavioural difficulties can be effectively engaged in schooling - either in school or at home. It explains the social and emotional underpinnings of learning and presents practical strategies for aiding engagement.Nurture groups, originally devised and implemented in the 1970s, are specially designed classes that cater for pupils having difficulties in adjusting to the requirements of mainstream classrooms. Paul Cooper and Yonca Tiknaz present evidence of the success of nurture groups from the perspectives of the children participating in them, their parents and school staff members who manage nurture groups in schools, and examine what factors affect the success of the group. From this they draw key messages for effective practice, including the fundamental importance of recognising a child's emotional needs and meeting them, and the pivotal role of the relationship between the teaching staff co-ordinating the group.Nurture Groups in School and at Home will provide essential information and accessible advice for teaching professionals running nurture groups in schools and for parents and carers running them at home.

This is a comprehensive guide to some of the difficulties and disorders which can cause children to become disruptive at school and in the home. It examines the nature of EBDs and their potential causes, whether social, psychological or biological and discusses the issues that can arise for professionals involved in their assessment, analysing the various methods used. It is an excellent introduction for both educational and medical professionals.'- Aslib Book Guide'A useful book for those working both in child mental health services and in education.'- British Journal of PsychiatryChildren with emotional and behavioural difficulties (EBDs) present a challenge for parents, teachers and other professionals alike. Understanding and Supporting Children with Emotional and Behavioural Difficulties is a comprehensive guide to this group of ill-defined, often unrelated disorders, which can cause children to become disruptive both at school and in the home.The contributors stress that EBDs are ultimately a form of communication, albeit an antagonistic one, and evaluate the success of different methods of intervention in clinical, educational and family settings. They argue that successful intervention in any environment requires an appreciation of the complex interplay in the social and personal factors affecting each child. Finally the book explores the future of EBDs and their treatment, calling for a greater understanding of children with EBDs and improved cooperation between the educational and medical forms of intervention.

This is a clear and concise guide to classroom practice for teachers dealing with pupils with attention deficit / hyperactivity disorder, a condition that is estimated to affect on average one in every twenty-five children. In this new and revised edition, the authors present in an accessible style and with regard for the everyday realities of the classroom life: key issues commonly raised by teachers about AD/HD; sources of information on the nature and assessment of AD/HD; advice to teachers on how to communicate with both parents and professionals; and practical classroom strategies and interventions for effectively tackling the condition. All teachers of pupils in the 5-16 age range will benefit from the explanation and advice on AD/HD offered in this resource book. It will be of particular interest to SENCOs, teachers concerned with Home School Liaison and those concerned with emotional and behavioral difficulties in the classroom.