Unveils the implications and consequences of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time.

Richard Meyer accurately describes what a scripted reading classroom looks like. I have observed in classes like his, and they follow the same format. Meyer points out the dangers of this type of teaching, which eliminates creativity, individuality, and diversity on the part of the teachers and students. Students may learn the skills of reading in these classes, but they do not learn independent or critical thinking strategies. Meyer rightly points out the dangers of scripted instructional programs and the politicians who mandate them.

Does university seem like another planet?
Does everyone else seem to speak another language?
What can you do to make the grade?

If these are the kind of questions you are asking, then this is the book you need. After the excitement of being accepted, the reality of life at university or college can be daunting, but help is at hand.

There is an extraordinary but largely unnoticed phenomenon in higher education: by and large, students persevere and complete their studies. How should we interpret this tendency? Students are living in uncertain times and often experience anxiety, and yet they continue to press forward with their studies. The argument here is that we should understand this propensity on the part of students to persist through a will to learn. This book examines the structure of what it is to have a will to learn. Here, a language of being, becoming, authenticity, dispositions, voice, air, spirit, inspiration and care is drawn on.As such, this book offers an idea of student development that challenges the dominant views of our age, of curricula understood largely in terms of skill or even of knowledge, and pedagogy understood as bringing off pre-specified 'outcomes'. The will to learn, though, can be fragile. This is of crucial importance, for if the will to learn dissolves, the student's commitment may falter. Accordingly, more than encouraging an interest in the student's subject or in the acquiring of skills, the primary responsibility of teachers in higher education is to sustain and develop the student's will to learn. This is a radical thesis, for it implies a transformation in how we understand the nature of teaching in higher education.

There is an immensely important conjunction between literacy and Information and Communications Technology (ICT). This book considers the application of ICT in raising and widening literacy achievements within the classroom, and explores ways that ICT can be harnessed to help students develop their literacy skills.
Teaching Secondary School Literacies with ICT supports educators in this aim by offering creative examples of good practice. It provides commentary and research into what adolescent students are doing, both in formal education and socially, with regard to ICT and literacy, including:
    * Computer mediated communication
    * Literacy implications of computer games and chatrooms
    * Parents and children using the internet at home, and the implicit literacy skills involved
Several contributors provide useful insights into the debate around teenage literacy cultures and literacy in schools. For example, in schools, word processing and keyboard skills are valued; yet thumb-controlled technologies (games con- soles, texting) are denigrated. This book argues that if we are to encourage pupils to develop the literacy skills they need for the 21st century, we need a more positive and creative response to these popular forms of literacy.
This inspiring book is key reading for trainee and practising teachers, literacy advisers and policy makers.

Today's classroom welcomes diversity, where many levels, speeds and styles of learning coexist.

Success with Inclusion provides over 1000 specific strategies to help identified areas of difficulty or advanced development.