UNESCO 2010/11 - Renouf Publishing Co. Ltd.

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EDUCATION 17 Special Needs in the Classroom A Teacher Education Guide Mel Ainscow The Teacher’s Library series 2004, 2nd rev. edn, first published in 1994, 232 pp., tables, biblio., 24.5 × 15.5 cm ISBN 978-92-3-103952-2 € 22.90 UNESCO Publishing This guide is a real source of ideas for educators who wish to improve teachers’ skills in dealing with pupil diversity in mainstream schools. It is based on the growing awareness that conventional systems of categorization are inadequate for representing the diversity of special needs, and that mainstream schools will have to adapt in order to provide for all their pupils. It offers full advice on teacher education methods, including accounts of initiatives already undertaken in various parts of the world. The book emphasizes the importance of teacher development, both pre-service and in-service, providing practical guidelines based on the UNESCO Teacher Education Resource Pack. It also demonstrates how pupil diversity in mainstream schools can be a positive influence on the life of the school. Enhancing the Skills of Early Childhood Trainers Kate Torkington and Cassie Landers The Teacher’s Library series 1999, 236 pp., 27 × 19 cm ISBN 978-92-3-103601-9 € 11.40 UNESCO Publishing/Bernard van Leer Foundation Also published in French: Petite enfance : initiation aux méthodes actives Education Kit on Combating Desertification Publication co-ordinators: Thomas Schaaf (UNESCO) and Rajeb Boulharouf (UNCCD) The Teacher’s Library series 2003, 2 books (98 pp. and 100 pp.), maps, illus., photos + several other components in a slip case, 30.5 × 22 cm ISBN 978-92-3-103892-1 € 30.00 UNESCO Publishing Also published in French: Kit pédagogique sur la lutte contre la desertification. And in Spanish: Kit pedagógico sobre la lucha contra la desertificación, and in Arabic Innovations in Science and Technology Education Volume IV Edited by David Layton The Teacher’s Library series 1992, 220 pp., 24 × 15.5 cm ISBN 978-92-3-102779-6 € 11.40 UNESCO Publishing Innovations in Science and Technology Education Volume VIII Edited by Edgar W. Jenkins The Teacher’s Library series 2003, 348 pp., 24 × 15.5 cm ISBN 978-92-3-103894-5 € 16.50 UNESCO Publishing The twentieth century was marked by the unprecedented progress in science and technology, as well as the realization that the Earth’s resources are limited. It is universally recognized that science and technology will have a pivotal role to play in the future of our society. This has led most countries to re-assess the importance of science and technology education, the foundations of which are laid at school. This eighth volume of Innovations in Science and Technology Education examines the state of science and technology education (STE) worldwide at a crucial time in human history: the start of a new century and a new millennium. Innovations in Science and Technology Education Volume VI Edited by Edgar W. Jenkins The Teacher’s Library series 1996, 276 pp., 24 × 15.5 cm ISBN 978-92-3-103278-3 € 13.00 UNESCO Publishing Teacher Education Resource Pack Student materials Teacher Education Resource Pack Student materials The Teacher’s Library Series 2004, 2nd rev. edn, 164 pp., drawings, biblio., 27 × 21 cm ISBN 978-92-3-103973-7 € 14.80 UNESCO Publishing ‘Schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all’. This was the key finding put forward in the Salamanca Statement on Principles, Policy and Practice in Special Needs Education, agreed upon by representatives of 92 governments and 25 international organizations in 1994. Set in this context, the Teacher Education Resource Pack aims to help schools respond to student diversity, particularly students vulnerable to exclusion and underachievement. It comprises four modules: special needs in the classroom, special needs: definitions and responses, towards effective schools for all, and help and support. An indispensable complement to Special Needs in the Classroom: A Teacher Education Guide. Tolerance: The Threshold of Peace Betty A. Reardon The Teacher’s Library series 1998, 140, 140 and 110 pp., 24 × 18 cm Unit 1: Teacher Training Resource Unit ISBN 978-92-3-103376-6 Unit 2: Primary-school Resource Unit ISBN 978-92-3-103377-3 Unit 3: Secondary-school Resource Unit ISBN 978-92-3-103378-0 € 9.20 (Each unit) € 22.90 (The three units) ISBN 978-92-3-181003-9 UNESCO Publishing Also published in French: Tolérance, porte ouverte sur la paix Sharing a World of Difference The Earth’s Linguistic, Cultural and Biological Diversity Editorial coordination: Linda King Principal authors: Tove Skutnabb-Kangas, Luisa Maffi, David Harmon The Teacher’s Library series 2003, 56 pp., drawings, map, figs, tables ISBN 978-92-3-103917-1 € 9.40 UNESCO Publishing Portraits in Courage (VIDEO) Directors: Antoine Casubolo and Valérie Tibet The Teacher’s Library series 1997, PAL, 17 mins ISBN 978-92-3-103673-6 € 7.60 UNESCO Publishing/TV5 Also available in French: Le courage d’enseigner
18 EDUCATION Publications of the International Bureau of Education (IBE) Studies in Comparative Education series Thinkers on Education Edited by Zaghloul Morsy Studies in Comparative Education series 1997, (4 volumes in one set),1662 pp., 24 × 17 cm ISBN 978-92-3-103398-8 € 30.50 UNESCO-IBE/Oxford & IBH Publishing (India) Learning to Educate: Proposals for the Reconstruction of Education in Latin America Ernesto F. Schiefelbein and Noel F. McGinn Studies in Comparative Education series 2008, 394 pp., tables, figures, boxes, notes 21 × 15 cm ISBN 978-92-3-104084-9 € 19.00 UNESCO-IBE In their carefully constructed and detailed account, Schiefelbein and McGinn suggest that, if Latin America is to catch up with the rest of the world, a broader view of education, and particularly teaching, is required. This book includes a close examination of learning and teaching in the classroom, the administration of schools and school districts, the management of systems of education in ministries, and the political processes that generate educational policy and law—and consensus. The authors base their arguments on what research tells us and they dismiss a great number of time-honoured ‘truths’ that have no basis in fact. In a jargon-free and readable style, the authors propose five major strategies for a radical improvement in the quality of teaching and learning in Latin America: greater emphasis on learning how to learn; converting teachers from producers of learning to managers of learning; fundamental improvements in teacher training; shifting the emphasis for change from the central to the local level; emphasizing learning that will lead to increased freedom for all. Although focused on Latin America, a great deal of the authors recommendations are applicable to other regions of the world. Education, Conflict and Social Cohesion Edited by Sobhi Tawil and Alexandra Harley Studies in Comparative Education series 2004, 438 pp., maps, appendix, tables, 24 × 17 cm ISBN 978-92-3-103962-1 € 23.80 UNESCO-IBE Is schooling a potential catalyst for the outbreak of identity-based conflict? How can education contribute to social and civic reconstruction, particularly in societies emerging from violent internal conflict? This book explores these questions and more in societies as diverse as Bosnia and Herzegovina and Guatemala, Lebanon and Mozambique, Northern Ireland, Rwanda and Sri Lanka. Each of the studies examines the importance of curriculum policy in reconstructing social and civic identities and the challenges that confront policymakers when changing definitions of national citizenship. These challenges range from language policies in multilingual and multicultural societies, to the sensitive issue of the reinterpretation of national history, and the development common citizenship and shared destiny. Textbooks and Quality Learning for All: Some Lessons Learned from International Experiences Edited by Cecilia Braslavsky in collaboration with Katya Halil Studies in Comparative Education series 2006, 404 pp., notes, tables, figs, biblio. 21 × 15 cm ISBN 978-92-3-104027-6 € 20.00 UNESCO-IBE Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of two reviews with international perspectives: the first focused on supply, access, and content and the second on didactics and impact; two chapters, one on Brazil and the other on the Russian Federation, that review the challenges of developing, evaluating, and distributing high-quality, affordable, and relevant textbooks for all in these federal contexts; a sixth element that analyses the impact of development interventions on textbook provision; and an exploration of the relationship between textbook content and identity-based conflict in Rwanda. The authors document strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks’ pedagogical impact; improve teachers’ selection of textbooks; raise textbook supply efficiently; and constructively manage textbook and identity development in federal contexts, countries of transition, or zones of post-conflict reconstruction. This book aims to be of interest to academics and practitioners in this area, including teachers, specialists in pedagogy, curriculum developers, policy-makers, professionals in textbook production, and development agencies. Developing Key Competencies in Education: Some Lessons from International and National Experience D. S. Rychen and A. Tiana Studies in Comparative Education series 2004, 80 pp., tables, 21 × 15 cm ISBN 978-92-3-103945-4 € 10.00 UNESCO-IBE In light of growing concerns about the quality of education, the economic and social returns on educational expenditure and global challenges, this publication examines the pressing issues at hand. It aims to provide answers to questions such as: what competencies are important? Which ones contribute to sustainable development, social welfare, cohesion and justice, as well as to personal well-being? Learning to Live Together: Building Skills, Values and Attitudes for The Twenty-first Century Margaret Sinclair Studies in Comparative Education series 2004, 168 pp., figs, tables, biblio., 21 × 15 cm ISBN 978-92-3-103970-6 € 14.00 UNESCO-IBE At a time when armed conflict and violence are widespread, ‘learning to live together’ represents an ever greater challenge to educators worldwide. People in all societies need to develop respect for human rights and accept the responsibilities of citizenship. One way of achieving this is through education and understanding. This book examines educational programmes focused on goals such as peace and conflict resolution, social cohesion, respect for human rights and humanitarian norms. Mini cases from post-conflict and transition situations reveal the skills, values, attitudes and concepts needed to become active and responsible members of society. It further presents a number of lessons that can be learnt from the sample case studies. This is followed with a set of clear recommendations for action at the national and international level, including adopting a strong policy commitment and creating workshops on ‘learning to live together.’ This is a useful and stimulating book for national policy-makers, curriculum specialists and educators alike.
Page 1 and 2: United Nations Educational, Scienti
Page 3 and 4: A separate catalogue for French tit
Page 5 and 6: 4 HOW TO USE THIS CATALOGUE General
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82 UNESCO OFFICES UNESCO-IHE Instit
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