David Galloway

Why do programmes of continuing professional development and Learning (CPDL) for teachers so frequently fail to deliver sustained improvement in children’s social behaviour and academic performance? How can schools that prioritise the most disadvantaged children in one of the world’s poorest countries consistently achieve among the best academic results in the country? How can teachers in these schools, most of whom have received little or no formal training, provide CPDL that leads to improvement in other schools? These questions are as relevant in high income countries as in Sierra Leone, where the research for this book was carried out. Lessons in School Improvement from Sub-Saharan Africa addresses them head-on by describing the planning, delivery and evaluation of a school improvement programme in which development of professional learning networks (PLNs) was a key component. The evaluation showed that children whose teachers had taken part in the programme made significantly more progress in attendance, literacy and behaviour than children in control schools. The book’s professional relevance is strengthened by an accompanying Practitioners’ Manual with full details of the CPDL. This enables replication of the results and provides a guide for future school improvement programmes and PLNs, both in low and high income countries.

An in-depth, yet fully accessible, look at the evidence for design in living things. This intriguing and informative blend of real clinical cases and entertaining prose is a superb resource for combatting evolutionary arguments, whilst retaining the ability to provide enjoyment to the reader. Written with both prodigious scientific skill and an original narrative voice, 'Design Dissected' will provide a hurdle to any evolutionist who reads it. This book provides a clinician's perspective on the evidence for design in living things. Specific scenarios are dissected from examples of real cases in clinical medicine and surgery, as well as descriptions of some of the amazing integrated systems that exist in human physiology. This combination of sound information and fascinating anecdote makes this not only highly commendable for those with a background in science, but for anyone who enjoys considering 'the mystery of how living things came to be'. Read about the history of science and how in the past scientific truth has been ridiculed before being widely accepted, and about the danger in assuming that science is able to answer every ultimate question. Consider the astonishing complexity of biological systems that must be an indication of genuine design and foresight. And what about the considerable measure of blind faith it takes to believe that consciousness, and higher mental properties such as memory and emotion, randomly emerged? Did you know that at the moment of birth, blood flow switches instantly from the mother's placenta to the infant's lungs? A failure in this system would be fatal. This is just one extraordinary example of many that challenges the belief that the universe, life, and conscious experience can result only from unguided, natural process.

David Galloway's poyms for people is filled with a poetry of great heart, optimism, and cheer. "Cheer," as William Meredith has written, that "is hidden in right words." Galloway's accessible, precisely rendered narratives about his Virginia ancestors, Maryland boyhood, fatherhood, and experiences in Russia are not, however, cheery but rather wry and unswerving encounters that recognize what's lost or "forever broken" in our lives as well as what we learn to be thankful for. Michael Collier, author of The Missing Mountain: New and Selected Poems, and Director Emeritus, Bread Loaf Writers' Conferences It's not often a poet can so accurately illustrate the creation process, an ars poetica, but in Galloway's poyms for people, we have just that. A "poym" (instead of the more pretentious "poem") is "essential / alive," and made up of the detritus of a life well lived. These poyms explore the magic and the spark, the moments that make life a work of art- discovering a baby bottle of milk left for years in the refrigerator, climbing a tree as an adult with a sense of elation, enjoying a moment of wonder at a candy factory in Moscow: "here comes another-" Galloway tells us, "catch it before it is gone." Katherine Hoerth, author of Goddess Wears Cowboy BootsDavid Galloway's poyms for people clearly exemplifies his belief that, in poetry, "...story is everything/and everything is story...." The remarkable poems in this debut collection are a celebration of life, touching on the myths and mysteries of heritage, the joys and fears of childhood, and the complex and often contradictory nature of parenthood. They provide the reader with fascinating glimpses of life and travel in France, Ireland, and his favorite and most frequent destination, Russia. Galloway has a keen eye for detail, a riveting command of irony, and a delightful sense of self-deprecating humor, all of which make poyms for people a pleasure to read. I highly recommend itBill Jones, author of At Sunset, Facing East and Still Life in a Hurricane

First published in 1985. This book examines in-depth the administrative, curricular, attitudinal and pastoral care changes that are needed if teachers in ordinary schools are to meet their pupils’ special needs successfully. Drawing on extensive research the author shows that the needs of a minority of ‘special’ pupils cannot sensibly be seen in insolation from those of the other pupils in the school. Schools that cater successfully for the majority of their pupils with special needs. Conversely, the curriculum and organisational problems in some schools create tensions which are reflected in the pupils’ poor behaviour and performance. These are taken as evidence that the pupils have special needs.

Chitokoloki Mission Hospital is a remote but remarkable facility in the North-Western Province of Zambia. This book comes from a compilation of daily reports about life in a remote African mission hospital. It is written from a personal and clinical angle and with a surgical emphasis because that formed the bulk of the activity that has been recorded. The detailed experiences of many patients has been captured and the author conveys the almost unbelievable reality that their experience reflects. Initially the reports formed a flowing clinical news blog and they have been assembled in book form to include the Christian context as well as insights into the reality of daily life in the local villages. Again and again these stories have been the focus of discussion and enquiry and it has been good to share the experiences to the point that others who become aware are ready to pray, support, give and even visit in order to contribute in some way to the work of the mission.

First published in 1985. This book examines in-depth the administrative, curricular, attitudinal and pastoral care changes that are needed if teachers in ordinary schools are to meet their pupils’ special needs successfully. Drawing on extensive research the author shows that the needs of a minority of ‘special’ pupils cannot sensibly be seen in insolation from those of the other pupils in the school. Schools that cater successfully for the majority of their pupils with special needs. Conversely, the curriculum and organisational problems in some schools create tensions which are reflected in the pupils’ poor behaviour and performance. These are taken as evidence that the pupils have special needs.

Drawing upon extensive research, David Galloway and Anne Edwards analyse the increasing pressures on teachers from the national curriculum and other recent legislation. They look carefully at childrens' learning and behavioural difficulties and show how educational psychology can extend our understanding of teacher's day-to-date work in the classroom. Primary Teaching and Educational Psychology is a refreshing and at times controversial examination of primary teaching and the application of educational psychology. It will be essential reading for trainee teachers and will stimulate more experienced teachers to re-evaluate their current practices.

The Work Beyond examines the extraordinary work of French-born artist Henri Barande. Edited by art critic David Galloway, the book contains stunning reproductions of Barande s sculptures and paintings, together with a collection of essays by Henri Claude Cousseau, Romaric Sulger Buel and Michel Weemans that explore Barande s artistic achievements. This extensive monograph is published on September 8th 2016 and coincides with an exhibition at Saatchi Gallery which opens on October 4th. Booth-Clibborn Editions have chosen to reflect the extraordinary breadth and sequential nature of Barande s work in the book design. Each of the 3,500 book covers, all based on Barande s paintings , will be unique and numbered.

A companion volume to Primary School Teaching and Educational Psychology, this book concerns itself with the day-to-day business of teaching in a secondary school. Throughout the book four themes reoccur: that teachers can best understand the development of children by observing their learning and their relationships within school; that assessment and evaluation are integral to effective teaching; that effective teaching and learning depend on both teacher and child being able to monitor own progress and to find solutions to problems that occur; and finally that there must be explicit recognition of the common-ground between educational psychology and other disciplines such as sociology, philosophy and the history of education.

Behind the headlines and controversy surrounding new academy schools, many of their principals, teachers and pupils have been quietly changing the culture of learning and achievement in some of the most disadvantaged communities in England. While successful innovation and change is not unique to academies, this book illustrates how the academy policy represents a significant opportunity to improve the life chances of their pupils. Too much attention has focused on unanswerable questions about whether academies are better or worse than their predecessor or comparable schools in their neighbourhood. Too little focus has been on what policy makers and practitioners can learn from the different, and often conflicting, perspectives of the key players, notably sponsors, architects, principals, parents and pupils in order to create a school that can truly serve their community with distinction.