Rosemary Sage – författare

'This is a readable book that has a lot of content at a level that teaches the reader about Language and Communication while at the same time guiding him/her to develop professionally by providing frequent activities....It is a very good resource for frequent referral and consultation' - Naplic

Anyone working with children knows about the current debate surrounding the need for development of effective communication skills. This book examines aspects of communication, and considers how a positive learning environment can nurture a good understanding of communication.

Teaching Assistants will find this book helps them to acquire a portfolio of skills and strategies that they can call on to provide optimum support when working with children in a variety of situations. Contents include:

-an exploration of current issues, such as the difference between home and school language

-how to communicate material and information effectively to pupils so that learning is optimised

-a consideration of the needs of particular groups of speakers

-what might be the consequences of poor communication skills, and how to address these difficulties

The content of the book relates to both Early Years and Primary, and there are case studies from a variety of settings.

Anyone studying for a Foundation Degree, or working towards Higher Level Teaching Assistant (HLTA) status, will find this book meets their needs.

Rosemary SAGE is Senior Lecturer at the University of Leicester, and is also the director of the Centre for Innovation in Research for Educational Achievement. She runs a variety of LEA course for teaching assistants around the country. She has published extensively, mostly with a focus on communication. Min Wilkie is Programme Leader for the Foundation Degree in Educational Studies for Teaching Assistants at the University of Leicester.

'This is a readable book that has a lot of content at a level that teaches the reader about Language and Communication while at the same time guiding him/her to develop professionally by providing frequent activities....It is a very good resource for frequent referral and consultation' - Naplic

Anyone working with children knows about the current debate surrounding the need for development of effective communication skills. This book examines aspects of communication, and considers how a positive learning environment can nurture a good understanding of communication.

Teaching Assistants will find this book helps them to acquire a portfolio of skills and strategies that they can call on to provide optimum support when working with children in a variety of situations. Contents include:

-an exploration of current issues, such as the difference between home and school language

-how to communicate material and information effectively to pupils so that learning is optimised

-a consideration of the needs of particular groups of speakers

-what might be the consequences of poor communication skills, and how to address these difficulties

The content of the book relates to both Early Years and Primary, and there are case studies from a variety of settings.

Anyone studying for a Foundation Degree, or working towards Higher Level Teaching Assistant (HLTA) status, will find this book meets their needs.

Rosemary SAGE is Senior Lecturer at the University of Leicester, and is also the director of the Centre for Innovation in Research for Educational Achievement. She runs a variety of LEA course for teaching assistants around the country. She has published extensively, mostly with a focus on communication. Min Wilkie is Programme Leader for the Foundation Degree in Educational Studies for Teaching Assistants at the University of Leicester.

This intelligent collection of case studies tells the stories of individuals coping with diversity in our schools today. The book focuses on real situations that challenge practitioners daily, such as culture and religion and English as an additional language. Each contributed chapter leads to points for discussion - either with the class, with colleagues or for reflecting on your own practice ­- plus practical suggestions for improving classroom life for all. This topical book is suitable for all practitioners working with children and families such as teachers, teaching assistants and educational psychologists, as well as students and policy makers in the fields of health, social care and education.

This highly practical book presents an in-depth look at how to tackle inclusion in schools. With frank and essential advice on subjects such as gender and race differences to issues of disability and intelligence, it offers everyone involved in educating children the tools to provide a fair, effective and powerful education for all, giving them the best start possible. The book also includes a useful overview of common learning difficulties and medical conditions, with valuable tips and contacts.

Is ''inclusion'' in schools really possible? Every child in every class in every school is different. And yet we have a ''one size fits all'' curriculum that everyone must follow. How can we best deal with this apparent anomaly, in order to provide meaningful learning experiences for all students?Teachers are now discouraged from grouping children according to abilities – inclusion is the buzzword. So, radical solutions are needed to help all chidlren learn within a group, whatever their personal and academic needs, and whatever their social background. This accessible guide- Discusses the elements of diversity such as personality, intelligence, styles of learning and communicating, social class, gender, race, culture, ethnicity, learning difficulties, disability, views and values- Suggests practical inclusion strategies to make teachers'' lives easier and their students'' study less stressful- Offers ways to give all students more chance to talk, think, express feelings and share views. This book also contains a comprehensive overview of common learning difficulties and medical conditions in children – including characteristics of each condition, classroom organization tips, and contact details of relevant support groups – with the aim of helping educators further develop their management of individuals and diverse groups. If you have an interest in making education work – whether you are a teacher, teaching assistant, school counsellor, social worker, therapist, psychologist or other educator – Inclusion in Schools is for you.

Listen to the podcast!Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate. Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.

Listen to the podcast!Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate. Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.

This book unpicks how the growing role of technology, particularly tools designed to solve real-world problems, impacts thinking and expression. Mind-bending AI-generated fact, fiction, art and music challenge the boundaries of machine capability and human consciousness. Quantum physics views consciousness as self-observation reliant on language and thinking. Now machines implement life routines, there is a need for better human thinkers and communicators for tackling issues, like climate change and overpopulation. World Thinking Studies show decline in language and thinking, with one-third of adults lacking them for life needs. Technology reduces direct talk – essential for thought. A 2024 Mental State of the Year study finds Britain the world’s second most miserable place, only slightly more cheerful than Uzbekistan, showing inability to think through and solve problems. The subjects discussed in this book are processes, for applying technology successfully; practices, to determine how to implement technology support for thinking, communication, and collaboration; performance, in terms of student technology experiences; and predictions, to outline and analyse current technology trends.