Books published by TAYLOR & FRANCIS

This book offers the first collection of international academic writing on the topic of teaching assistants. It serves as an indicative summary of current research and thinking in this field and as a point of departure for future research and development.With contributions from leading researchers, the book draws together empirical work on the deployment and impact of teaching assistants from various perspectives and from a range of methodological approaches. It highlights and celebrates the vital everyday contributions teaching assistants make to their schools and their communities: from their role within classrooms, to their moment-by-moment interactions with pupils and teachers. The book examines the effect that teaching assistants can have on pupils' learning and wellbeing, and considers issues of over-dependence on classroom paraprofessionals and the unintended consequences to which this can lead. Bringing together work from a journal special issue with brand-new and updated chapters, the contributions offer insight into the liminal space between educator, caregiver, behaviour manager, and facilitator of learning and of peer relations, which characterizes the teaching assistant role.This timely and important book will be essential reading for academics, researchers, and students interested in special educational needs, disability, and inclusion, and those interested in the wider topic of paraprofessionals in labour markets.

For much of its history, the notion of talent has been associated with the idea of 'careers open to talent'. Its emancipatory promise of upward social mobility has ultimately radically transformed the distribution of advantaged social positions and has had a lasting influence on the very idea of social status itself. Besides its inextricable link with equality of educational opportunity, the notion of talent also came to be associated with some of the most pressing contemporary issues as diverse as the 'war for talent', brain drain, immigration policies, talent management, global meritocracy, the 'excellence gap', the 'ownership' of natural resources, ability taxation, etc.Nevertheless, while central to egalitarian conceptions of distributive justice, the notion of talent remains to a large extent absent from the voluminous literature on these issues. Unlike concepts traditionally associated with distributive justice, such as fairness, (in)equality, equality of opportunity as well as justice itself, the notion of talent has received only limited examination. This volume brings together a set of contributions discussing some of the most pressing problems and challenges arising out of a reductionist understanding of talents' anatomy, a distorted characterisation of their overall distributive value or talents' non-voluntaristic nature and many other issues revolving around talents, which existing conceptions of distributive justice in education leave either neglected or outrightly ignored.The chapters in this book were originally published in the journal, Educational Philosophy and Theory.

New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded.Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question:What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century?How do learning sciences' tools, strategies, and experiences provide opportunities for them to learn these?What role do teachers play as co-designers of educational innovations?What unique affordances does co-design afford for teacher learning?What do teachers learn through engaging in co-design?How do teachers work and learn as part of interdisciplinary teams within educational systems?What might it look like to design for teacher learning in these broader organizational systems?Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.

Megaprojects, also referred to in the literature as Large Engineering Projects or Major Projects, are generally defined as large-scale investment initiatives worth 1b¿/$ or more and, facing similar problems independent of the country where they are implemented and the industry they belong to. The common feature of most megaprojects is that they are difficult to design and manage so that their realization and completion is always extremely expensive, often over budget and delivery deadlines also are not met. In the worst-case scenario, they remain unfinished.This book, through its multidisciplinary approach, offers food for thought and alternative interpretations for the complex world of megaprojects. While much research has been conducted and differing approaches have been developed over the last 20 years, there is still a lot of debate surrounding the topic, and a holistic approach for effectively managing these initiatives is still missing. What is clear to all researchers and experts in the field is that a traditional-linear management approach is simply not sufficient, as at many stages of a megaproject, iterative and feedback effect occurs due to stakeholder involvement and increasing and continuous interaction between them.The book promotes the debate among all categories of stakeholders involved in the megaproject's supply chain, in order to increase the awareness of complex phenomena relating to the critical issues and common problems they face, all over the world, and to seek performance improvement across the whole life cycle of a megaproject, including the selection, design, construction, operation and de- commissioning.The multidisciplinary approach cultivated in the book conveys an innovative way to study megaprojects and their inherent complexities.

This book tells the story of the star class, a segregated division for first offenders in English convict prisons; known informally as 'star men', convicts assigned to the division were identified by a red star sewn to their uniforms. 'Star Men' in English Convict Prisons, 1879-1948 investigates the origins of the star class in the years leading up to its establishment in 1879, and charts its subsequent development during the late-Victorian, Edwardian, and interwar decades.To what extent did the star class serve to shield 'gentleman convicts' from their social inferiors and allow them a measure of privilege? What was the precise nature of the 'contamination' by which they and other 'accidental criminals' were believed to be threatened? And why, for the first twenty years of its existence, were first offenders convicted of 'unnatural crimes' barred from the division? To explore these questions, the book considers the making and implementation of penal policy by senior civil servants and prison administrators, and the daily life and work of prisoners at policy's receiving end. It re-examines evolving notions of criminality, the competing aims of reformation and deterrence, and the role and changing nature of prison labour. Along the way, readers will encounter an array of star men, including arsonists, abortionists, sex offenders and reprieved murderers, disgraced bankers, light-fingered postmen, bent solicitors, and perjuring policemen.Taking a fresh look at English prison history through converging lenses of class, sexuality, and labour, 'Star Men' in English Convict Prisons, 1879-1948 will be of great interest to penal historians and historical criminologists, and to scholars working on related aspects of modern British history.

This book provides insights into how new ventures in emerging economies and developing countries generate social innovation. It showcases new forms of business and how they are different from traditional business models. With increasing drive for innovation in emerging markets and lack of knowledge of how these markets work, this book enriches existing literature by looking at how such businesses in developing economies break new ground in a daunting, resource constrained environment. The book examines successful individual entrepreneurs, social relationships, product innovation, processes, systems and markets through cases. It navigates across key theoretical elements including individual initiative-taking, agency, and opportunity contexts.This book will be a useful reference to understanding the dynamics of new ventures in emerging markets and how they fuel social innovation and sustainable development.

Readers will be able to deploy practical and simple control charts for production runs for which no prior history is available and control the processes until enough data accumulate to enable the traditional methods (assuming it ever does).

This book focuses on security dynamics in the contemporary Gulf and Arabian Peninsula. It highlights the development of the Gulf and the Arabian Peninsula, the contemporary challenges and opportunities confronting the principal powers that are active in this important sub-region, and analyzes and evaluates their policy responses. The various perspectives of the chapters all suggest that the stability and security of the Gulf sub-region is now and will continue in the future to be of vital importance to the global community. The chapters that compose the volume are organized into three thematic sections. Part I, 'Security Challenges and Power Configurations in the Gulf and the Arabian Peninsula: The Historical Context', comprises three chapters. Part II, consisting of seven chapters, is entitled, 'Contemporary Security Challenges and Opportunities in the Gulf and the Arabian Peninsula.' Part III, 'Contemporary National Interests, Objectives, and Strategies of the Major Powers in the Gulf and the Arabian Peninsula', comprises five chapters. Finally, the volume ends with a concluding chapter.Unfortunately, the contemporary unstable, heterogeneous Gulf sub-region is fraught with extremely serious and often urgent challenges that threaten the sub-region's security. This volume helps to illuminate the nature of the sub-regional environment and the contemporary challenges and opportunities that confront the various powers that are active in the Gulf. It also contributes to a greater understanding of the interests, contemporary objectives, and strategies of those powers as they formulate and implement policies in response to the challenges and opportunities that they confront.This book will be of much interest to students of security studies, Middle Eastern politics and International Relations.

Schools and National Identities in French-speaking Africa showcases cutting-edge research to provide a renewed understanding of the role of schools in producing and reproducing national identities. Using individual case studies and comparative frameworks, it presents diverse empirical and theoretical insights from and about a range of African countries.The volume demonstrates in particular the usefulness of the curriculum as a lens through which to analyse the production and negotiation of national identities in different settings. Chapters discuss the tensions between decolonisation as a moment in time and decolonisation as a lengthy and messy process, the interplay between the local, national and international priorities of different actors, and the nuanced role of historiography and language in nation-building. At its heart is the need to critically investigate the concept of "the nation" as a political project, how discourses and feelings of belonging are constructed at school, and what it means for schools to be simultaneously places of learning, tools of socialisation and political battlegrounds.By presenting new research on textbooks, practitioners and policy in ten different African countries, this volume provides insights into the diversity of issues and dynamics surrounding the question of schools and national identities. It will be of particular interest to scholars, researchers and postgraduate students of comparative and international education, sociology, history, sociolinguistics and African studies.

Building on an original interpretation of social theory and an interdisciplinary approach, this book creates a new paradigm in the Russian studies. Taking a fresh view of Russia's multiple experiences of modernization, it seeks to explain the Putin era in a completely new way.This book explores the paradoxical and contradictory aspects of Russia, analyzing the energy-dependent economy and hybrid political regime, but also religion, welfare, and culture, and their often complex interrelations. Written by a community of both Western and Russian scholars, this book re-affirms the value of social science when confronting a society that has undergone enormous and costly systematic changes. The Russian elites see modernization narrowly as economic and technological competitiveness. The contributors to this volume see contemporary Russia facing a series of antinomies, which are macro-level dilemmas that cannot be abolished, either by philosophical mediation or by immediate political decisions. As such, they are the tension fields that constitute choices for various competing agencies.This book will be of interest to scholars and students of Russian studies, transition studies, sociology, social policy, political science, energy policy, cultural studies, and stratification studies. Professionals involved in energy, ecology, and security policy will also find this publication a rich source.

The Routledge International Handbook of Charisma provides an unprecedented multidimensional and multidisciplinary comparative analysis of the phenomenon of charisma - first defined by Max Weber as the irrational bond between deified leader and submissive follower. It includes broad overviews of foundational theories and experiences of charisma and of associated key issues and themes. Contributors include 45 influential international scholars who approach the topic from different disciplinary perspectives and utilize examples from an array of historical and cultural settings. The Handbook presents up-to-date, concise, thought-provoking, innovative, and informative perspectives on charisma as it has been expressed in the past and as it continues to be manifested in the contemporary world by leaders ranging from shamans to presidents. It is designed to be essential reading for all students, researchers, and general readers interested in achieving a comprehensive understanding of the power and potential of charismatic authority in all its varieties, subtleties, dynamics, and current and potential directions.

The Routledge Handbook of the Digital Environmental Humanities explores the digital methods and tools scholars use to observe, interpret, and manage nature in several different academic fields.Employing historical, philosophical, linguistic, literary, and cultural lenses, this handbook explores how the digital environmental humanities (DEH), as an emerging field, recognises its convergence with the environmental humanities. As such, it is empirically, critically, and ethically engaged in exploring digitally mediated, visualised, and parsed framings of past, present, and future environments, landscapes, and cultures. Currently, humanities, geographical, cartographical, informatic, and computing disciplines are finding a common space in the DEH and are bringing the use of digital applications, coding, and software into league with literary and cultural studies and the visual, film, and performing arts. In doing so, the DEH facilitates transdisciplinary encounters between fields as diverse as human cognition, gaming, bioinformatics and linguistics, social media, literature and history, music, painting, philology, philosophy, and the earth and environmental sciences.This handbook will be essential reading for those interested in the use of digital tools in the study of the environment from a wide range of disciplines and for those working in the environmental humanities more generally.

The Routledge Handbook of the Philosophy of Friendship is a superb compilation of chapters that explore the history, major topics, and controversies in philosophical work on friendship. It gives both the advanced scholar and the novice in the field an overview and also an in-depth exploration of the connections between friendship and the history of philosophy, morality, practical rationality, value theory, and interpersonal relationships more generally.The Handbook consists of 31 newly commissioned chapters by an international slate of contributors, and is divided into six sections:I. Historical PerspectivesII. Who Can Be Our Friends?III. Friendship and Other RelationshipsIV. The Value and Rationality of FriendshipV. Friendship, Morality, and VirtueVI. New Issues in Philosophy of FriendshipThis volume is essential reading not only for anyone interested in the philosophical questions involving friendship, but also for anyone interested in related topics such as love, sex, moral duties, the good life, the nature of rationality, interpersonal and interspecies relationships, and the nature of the person.

Butler and Huang's book is one of the first to focus on second language (L2) development research methods and techniques specifically targeted at children of primary and pre-primary years.The last decade has seen a growing number of L2 studies of children aged 4-12, a demographic with special developmental characteristics that confound research methods designed for studying adults. Written by experts from a variety of disciplines, this book covers major research methods and techniques in existing L2 development research, including observations, surveys, interviews, introspective methods, speech production methods, receptive methods, eye tracking, and brain imaging, as well as research methods specifically designed for L2 children with special educational needs. The book also discusses various age-related considerations and challenges if they are employed to young L2 learners.This will be essential reading for SLA, child development, and TESOL researchers, and students in these courses will benefit particularly from pedagogical material such as further readings and discussion questions.