SAGE Publications Ltd

  • `This lively book critiques New Labour assumptions and implementation of policies related to citizenship, communities and welfare reform and the implications of current developments for social work. Focusing explicitly on the UK, the book nevertheless draws on examples and comparisions from other countries (including notably Australia and the US, but also countries in the EU and Central and Eastern Europe), and some of the concerns and arguments will be appreciated by readers elsewhere' - International Social Work

    `This book is a well-written contribution to both the British Third Way debate and the welfare state literature.... The book will appeal to upper-level undergraduates as well as scholars of British politics and the welfare state' - Political Studies

    `Jordan begins by establishing New Labour's suspicion of local government framing its policy on welfare. Fundamentally, there exists a need for social workers to educate themselves as to the nature of this social experiment which New Labour has embarked upon. It challenges social workers to be aware...This is an interesting and at times challenging book, reiterating the history and roots of current ideology within government...The work is grounded in a contemporary context of social services and social work practice, challenging the withdrawal of social work behind a barrier of `managerialism, budget control, form filling...into office based assessment and rationing'... Finally, it offers a satisfying critique to the dominant `hegemonic' of `evidence-based practice', arguing for research at the level of means rather than the technical... Jordan similarly argues in his conclusion that all of the government white papers, guidelines, etc. indicate a lack of clarity of purpose and method social work should retain its belief in 'a human and creative activity... which engages with people's emotions... as well as their rights and obligations' - British Journal of Social Work

    The New Labour government in the UK is committed to a programme of reform of the welfare state that will pull away safety nets and replace them by trampolines, to bounce citizens back into active participation. Its regime of 'tough love' will make more demands on those claiming benefits and services, as well as clamping down on dependencey, fraud and crime. This will be done by changing the culture of welfare agencies, towards promoting achievement and independence, as well as meeting 'genuine need'.

    In Social Work and the Third Way, Bill Jordan provides an accessible and lively analysis of the tensions between 'toughness' and 'love' in the Third Way's political philosophy, and the problems of implementing New Labour's programme. He looks at the government's reliance on face-to-face methods for activating citizens and changing their behaviour in many of its initiatives. On the one hand, New Labour places a surprising amount of faith in the ability of counsellors and advisers to bring about the changes it requires; yet it is highly suspicious of the public sector in general, and local authorities in particular, as part of the 'forces of conservatism' in the UK. Hence it spawns new agencies and projects, often with a strong enforcement ethos, and regulates the whole implementation process through strict top-down surveillance.

    In all this, professional social work, and local authority social services, are relegated to a tightly circumscribed role in social care. The author argues for a new, more generous and expansive approach to practice, which can do justice to the challenges of change under New Labour's regime and in doing so Social Work and the Third Way provides an important and topical contribution to the debate on the future of the Welfare State and will be essential reading for students and researchers in social work, social policy and politics.

  • The SAGE Handbook of Complexity and Management is the first substantive scholarly work to provide a map of the state of art research in the growing field emerging at the intersection of complexity science and management studies. Edited and written by internationally respected scholars from management and related disciplines, the Handbook will be the definitive reference source for understanding the implications of complexity science for management research and practice.

    Part One: Foundations introduces complexity science and its implications for the foundations of scientific knowledge, including management knowledge.

    Part Two: Applications presents the numerous ways in which complexity science models and tools, as well as complexity thinking, are being applied to management and organizational phenomena and the insights gained as a result.

    Part Three: Interfaces highlights how complexity science is transforming various non-management fields and, in so doing, creating exciting interfaces for bridging between management and related disciplines.

  • This critical and highly topical introduction to the current debates and politics surrounding welfare reform in the United Kingdom and the United States explains the origins and main tenets of the Blair-Clinton orthodoxy.

    Central to the book is an examination of this orthodoxy's appeal to the concept of social justice. Bill Jordan demonstrates how values derived from the family and voluntary associations are in danger of running counter to the more fundamental principles of liberal democracy and the requirements of transnational economic exchange. He links the new politics of welfare to liberal and communitarian theories of citizenship and social justice, and assesses the broader prospects for European social policy in the struggle over economic and political integration.

    /> `For more than a decade, Bill Jordan has been one of our most thoughtful and independent thinkers on the future of welfare. Anyone who wants to know more about what is happening to global welfare and why and how it should be changed should read this book' - Chris Pierson, Department of Politics, University of Nottingham

  • 'This book will make a difference not only to the behaviour of pupils but also to the sanity of teachers.' 
    -Jane Bellamy, Headteacher, Wold Newton School, Wold Newton, Driffield, East Riding of Yorkshire
    'It is what we have been waiting for. A delight to read and will be a constant source of inspiration and guidance to us all.'  
    -Cathy Whalen, Headteacher, Mousehold Infant and Nursery School, Norwich, Norfolk 
    'What a privilege to read a book written by the person that has had the most impact on my classroom teaching and the whole ethos of our school.'  -Debbie Hoy, Headteacher, Brookland Infant & Nursery School, Cheshunt, Hertfordshire
    Written by Behaviour Management expert, Bill Rogers and his daughter and Early Years teacher, Elizabeth McPherson, this book explores behaviour management in the crucial early years.
    Essential skills are explored in detail through a wide range of case studies and with specific focus on:
    challenging student behaviour
    positive discipline practice
    students with special behaviour needs
    how colleague support can help our day-to-day teaching
    anger management and safe restraint
    how to set up and maintain a whole-class behaviour agreement.

    The ultimate guide for early years students, educators and teachers, this book will change the way you think and practise.
    BILL ROGERS IN THE UK!
    Dr Bill Rogers will be lecturing in the UK and for schools, authorities and universities this autumn 2017, mid-September to mid-December. For details of events, or to book Bill in to do training for your organization, please contact Lora Rogers at lrrogers07@gmail.com See his website for further information http://www.billrogers.com.au

  • 'This is a timely book that effectively challenges the current emphasis on a homogeneous approach to teaching, learning, and assessment in early literacy. It encourages us to engage with the real world complexity of young children's learning and offers a series of rich and detailed examples of this in practice.' 
    - Sally Neaum,Teesside and Durham Universities, and Author of Beyond Early Reading
    Grounded in classroom practice, this practical book shows trainees and current teachers how to scaffold children's literacy using a creative and supportive approach. It offers teaching strategies for Multiliteracies (fiction, expository/instructions, poetry, recount) and Multimodalities (reading, writing, speaking, listening, performing, illustrating) and helps to develop a relationship between teacher and learner.
    Chapter topics include:
    socio-dramatic play
    collaboration
    guided group teaching strategies
    integration of genres.



    This clear and accessible book will be extremely valuable to students and practitioners on PGCE programmes, B.Eds, Masters, workshop and conference CPD, and advanced Teaching Assistant training.
    Marie Charles is a teacher, formative assessment researcher and consultant. Professor Bill Boyle was until recently Director of CFAS in the School of Education, University of Manchester. Both authors are regularly involved in school-based research across England and international teacher training programmes.

  • `On a scale of 0-10 I would give the Handbook of Solution Focused Therapy a nine - it met my best hopes in terms of an insight into the theory and mechanics of SFT, and gave me ideas for extending my current use of the therapy. I found it engaging, readable and well-presented, with useful reference lists within each chapter to guide further reading' - Solution News

    `This collection of fifteen chapters, each written by a different specialist in the SFT field, is a valuable contribution to the Solution-Focused therapist's bookshelf. A must-read for any informed SF therapy practitioner - Mark McKergow, The Solutions Focus

    `This book has 14 chapters on diverse applications of Solution-Focus, between introductory and closing chapters by Bill O'Connell. The book relates to work being done in the UK and in Ireland, excepting Alasdair MacDonald's piece on research in SFT, which is an up-to-date and welcome review of research findings world-wide. All the chapters are succinct and they convey a clear impression of the lightness and excitement of this approach, for service-users and therapists alike. The book is a good read for any therapist, professional helper or service manager' - Robert Cumming , Nurturing Potential


    Solution-Focused therapy is an increasingly popular approach, used by practitioners in a wide range of contexts and settings. Illustrating the breadth and depth of contemporary practice, the Handbook of Solution-Focused Therapy brings together contributions from leading practitioners in fields such as social work, education and health care to show how solution-focused techniques can be effective in many different situations.

    Beginning with an introduction to the origins and theory of the approach, the book examines different areas of practice, explaining how and why the solution-focused approach is applicable and highlighting the issues specific to each context. Each chapter features a case-example, which demonstrates the practical advantages and difficulties, involved in using the solution-focused approach.

    The Handbook of Solution-Focused Therapy is an ideal text for training courses in solution-focused therapy and a source of new ideas for practitioners trained in other approaches who want to integrate solution-focused techniques with their existing practice.

    Bill O'Connell is a Senior Lecturer in Counselling at University of Birmingham and author of Solution-Focused Therapy (SAGE 1998) and Solution-Focused Stress Counselling (Continuum 2001).

    Professor Stephen Palmer is Director of the Centre for Stress Management and the Centre for Coaching, London. He has written and edited over 25 books.

  • Supply teachers do not always receive adequate support and recognition in their temporary but crucial role. This book addresses the issues important to supply teachers and identifies the skills necessary for handling the demands they face. It tackles the challenges of dealing with new classes, managing challenging student behaviour, working with new groups of students and colleagues, making a fresh start with difficult classes and receiving the professional status deserving of the role.
     
     
    Bill Rogers shows how supply teachers can access colleague support and develop the essential skills of behaviour management and classroom discipline. Numerous ideas for schools to effectively support supply teachers and case studies of the author's work with supply teachers in the United Kingdom and Australia are also included.
     
    This practical and timely book is essential for supply teachers, newly qualified teachers, and for all those who manage and work with supply teachers.
     
    BILL ROGERS IN THE UK!
    Dr Bill Rogers will be lecturing in the UK and for schools, authorities and universities this autumn 2017, mid-September to mid-December. For details of events, or to book Bill in to do training for your organization, please contact Lora Rogers at lrrogers07@gmail.com See his website for further information http://www.billrogers.com.au

  • In framing this book, Bill Rogers discusses `what changes' and `what stays the same' in teacher leadership and behaviour. Original chapters from well-known writers and practitioners set out current approaches in behaviour leadership, in terms of practical concerns about behaviour management and discipline. The emphasis on teacher leadership is intentional, as the authors believe that the kind of teacher leadership in a school significantly affects the effectiveness and humanity of discipline and management.

    All the contributors have a teaching background and all are directly involved with schools, in research and consultancy. Bill Rogers works in classrooms with teachers, as a coach/mentor. Each chapter demonstrates a commitment to support classroom teachers with practical action research in areas such as:

    - Teacher leadership
    - Effective teaching
    - Colleague support
    - Discipline and behaviour management
    - Working with students who show emotional-behavioural disorders.

    This book will be useful to teachers and other education professionals interested in behaviour management, discipline and colleague support issues.


  • Curriculum and curriculum issues are at the heart of current debates about schooling, pedagogy and learning. This book will enable practitioners, scholars and academics to understand how to re-design or to suggest changes to curriculum structure, shape and content. Grounded in theory and philosophy, the book also offers practical help in grasping this controversial area.
    Inside, the authors:

    provide practical planning templates
    support and provoke analysis, discussion and experimentation
    include definitions of key terms and reflective questions
    incorporate practical examples and case material based on their work worldwide on curriculum design and evaluation.

  • `A strength of the book is that the solution-focused therapy process was clearly identified in a step-by-step procedure, with many examples of specific dialogues and strategies that would be appropriate with a client.

    Overall the book presented a coverage of the theoretical and application components of solution-focused counselling that would be valuable reference for health psychologist or allied-health professionals working in a stress-counselling role' - Journal of Family Studies

    Solution-focused therapy is of growing interest to a wide range of professional not only because of the tight time limits within which so many have to work; counsellors are increasingly open to using a variety of approaches based on what is most helpful to their clients in their particular contexts. This book aims to help practitioners to extend their therapeutic repertoire of interventions by explaining clearly how solution-focused skills can help clients.

    Written for a wide range of professionals - psychologists, counsellors, social workers, probation officers, and mental health workers - this solution-focussed therapy manual looks at organizational and work-related stress, and on developing solutions for groups.

  • 'A unique blend of scholarly research-based principles of effective formative assessment with practical suggestions for use in the classroom. The authors show how the essence of formative assessment is in teachers' responses to the substance students' understandings, with a focus on how teachers can use pedagogical strategies to move students forward toward important learning outcomes. I highly recommend the book for both researchers and practitioners. It is an engaging, in-depth, sophisticated treatment of formative assessment.'
    - James H. McMillan, Virginia Commonwealth University
    Formative Assessment (AFL) supplies the strategy to support effective teaching, and to make learning deep and sustained. This book shows how to develop your planning for learner-centred day-to-day teaching and learning situations through an understanding of formative teaching, learning and assessment.
    Within each chapter, based on real teaching situations, the strategies of the 'formative assessment toolkit' are identified and analysed:
    guided group teaching
    differentiation
    observation & evidence elicitation
    analysis & feedback
    co-construction
    reflective planning
    self-regulation
    dialogue & dialogic strategies.

    The principles set out in this book can be applied to any age or stage in education, but will be particularly useful to current practising teachers, students following international and national teacher training courses; CPD or in-service work; and MEd and MA post-graduate assessment/teaching and learning modules. 

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