the open university milton keynes (Oltre 2.600 risultati)

Hardcover. 251 S. Ehem. Bibliotheksexemplar mit Signatur und Stempel. GUTER Zustand, ein paar Gebrauchsspuren. Ex-library with stamp and library-signature. GOOD condition, some traces of use. R-06756 9780471932741 Sprache: Englisch Gewicht in Gramm: 550.

264 pages Ex-Library book in good condition. 9780471932611 Sprache: Englisch Gewicht in Gramm: 550.

Paperback. Condizione: Good+. First Edn. sD8. Book.

Paperback. Condizione: Very Good. Drawing on an authorship which includes sociologists and historians, this book takes the reader through medical theory and practice in a variety of cultures and historical periods. It raises questions about the status and use of scientifically-based medical knowledge in western society today. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "This is a refreshing and comprehensive book providing an excellent introduction to theory and practice in SEN. It will be much in demand and appreciated by all teachers who are attempting to tackle the issues and questions that can accompany the desire to meet the learning needs of all children." Dr. Gavin Reid, Educational Consultant, Red Rose School, UK; Centre for Child Evaluation and Teaching, Kuwait; REACH Learning Center, Canada. As a trainee or newly qualified teacher, being faced with students labelled as having 'special educational needs' can be a daunting prospect. The whole area of SEN and 'inclusion' is often shrouded with uncertainty about what it means, either in theory or in practice, and what it entails. This guide addresses these issues in a straightforward, supportive and practical way, focusing on the needs of the beginning teacher. Using case studies, activities and resources, it will equip you with the skills and knowledge to support groups of pupils with SEN in different settings and phases.Key features include: Vignettes to illustrate the kinds of challenges you are likely to face in ensuring that all students can learn effectively in their classrooms Clarification of the legal responsibilities of all teachers in relation to special needs provision An overview of the four broad areas of need outlined in the Special Educational Needs Code of Practice (DfES, 2001), including strategies appropriate to each A discussion of assessment and planning, including student, peer and family views Focus on difficulties in the area of numeracy and literacy, including effective intervention strategies Coverage of behavioural issues and effective resolution strategies An insight into the uses of ICT to support students' learning and achievement Sources of further specialist advice and support A Beginning Teacher's Guide to Special Educational Needs provides essential support and guidance for student teachers during and beyond their teaching training. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. Praise for the first edition: "The format is clear, the size compact, and the text comprehensive, making it an invaluable reference volume." Child Health Praise for the second edition: "Corby has carefully selected the most pressing issues which have arisen!and has assured that all receive a mention." Child Abuse Review "It is essential reading for practitioners and students in the child protection field." Child Right This bestselling book has been updated to take account of the rapid changes in child protection practices since the previous edition. In the United Kingdom, for instance, legal changes related to high profile cases such as the Victoria Climbie case which resulted in the Laming Report in 2003 followed by the Children's Act in 2004, have altered interagency and intra-agency procedures. The need to understand child abuse and neglect in its historical, social and political context remains key to this book but the book has been broadened to include issues such as: The exploitation and maltreatment of children world-wide (child trafficking, the impact of war on children, and child labour) The commercial sexual exploitation of children Treatment of child asylum seekers in Britain Abuse of children on the internet Controversy relating to child deaths (including Munchausen's syndrome by proxy) The book also contains updated research evidence from across the world that investigates child abuse and neglect as they relate to gender, race, ethnicity and poverty. Child Abuse provides key reading for social work students and practitioners who are working, or intend to work, in the field of child protection. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "This is a surprising and welcome book. a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching." TES The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. Hugely popular, this worldwide bestseller - over 200,000 sold. This is an invaluable tool for anyone carrying out a research project. We all learn to do research by actually doing it, but a great deal of time and effort can be wasted and goodwill lost by inadequate preparation. This book provides beginner researchers with the tools to do the job, to help them avoid some of the pitfalls and time-wasting false trails, and to establish good research habits. It takes researchers from the stage of choosing a topic through to the production of a well-planned, methodologically sound, and well-written final report or thesis on time. It is written in plain English and makes no assumptions about previous knowledge.This new edition of Doing Your Research Project includes: new chapter on ethics; coverage of latest techniques such as grounded theory; completely updated coverage of documentary evidence; increased examples from health studies; and new referencing, library searching, and literature review chapters. This book is a guide to good practice for beginner researchers in any discipline embarking on undergraduate or postgraduate study, and for professionals in such fields as social science, education, and health. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. This book provides a handy compendium to support you as you train to become an Early Years Teacher. The eight Teachers' Standards (Early Years) underpin the core structure of the book, and there is strong linking throughout to the statutory and non-statutory framework and guidance for the Early Years Foundation Stage.Offering comprehensive coverage of theories of early learning and child development, this book: Brings together relevant knowledge and skills in a way that challenges you to think critically about key theories of early learning and development in your role as an Early Years Teacher Reflects on the nature of professionalism and offers activities to help you identify your own learning journey and develop your own professional identity Underpins practice with a focus and recognition of the need to identify and develop key communication skills that build positive professional relationships in the best interests of babies and children Includes practical examples and case studies to support reflection and inspire you to creative positive learning opportunities for babies and young children Importantly, the book concludes with valuable guidance on gathering assessment evidence of your personal practice, as well as demonstrating the ability to lead and support early years provision from birth to five years. This is an essential book to support all trainees in developing their role and skills as an Early Years Teacher. Contributors: Kelly Cooper, Fiona Dearman, Jo Elsey, Jessica Johnson, Daryl Maisey, Angela Maxey, Joanne McKibbin, Yasmin Mukadam, Vicky Mummery, Gemma Pawson, Denise Salter, Laltiha Sivalingam, Helen Sutherland. "Authoritative, scholarly and grounded in practice, this is surely destined to become the must-have practical handbook for all those seeking Early Years Teacher status." Geoff Taggart, Lecturer in Early Years, University of Reading, UK "Becoming an Early Years Teacher will prove valuable to all those working in the early years sector, and is an accessible and user friendly resource that promotes increased professional responsibility." Soraya Goni, HE Award Leader Childhood Studies, Kirklees College, UK "I am delighted to recommend this comprehensive, challenging and accessible power-pack of a book, which deserves to become essential reading for all Early Years Teachers in training and equally for those engaged in studying on Early Childhood Studies degrees." Penny Holland, Early Childhood Consultant "This book provides essential, well-articulated, thought-provoking guidance for students working towards Early Years Teacher Status. It is a very good book that I would recommend to all Early Years Teacher Status students." Tricia Johnson, Retired Lecturer in Early Years, UK. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "This book is the third in an important trilogy of edited collections on the teaching and learning of primary mathematics. To each book the editor, Ian Thompson, has attracted a team of expert contributors, and himself set the characteristically high standard of writing and clarity. When, in 10 or 20 years' time, people want to know about the state of English primary mathematics at the turn of the 21st century, they will turn to this volume. You would do well to read it now." Mathematics in Schools"This is the third book in the popular series edited by Ian Thompson that brings together an impressive array of contributing authors. Current issues are discussed in an informed but concise way that makes research accessible to the wider community of mathematics educators." Julia Anghileri, University of CambridgeThis book explores the effect that the National Numeracy Strategy and its successor, the Primary Strategy, have had on the way in which mathematics is taught in primary schools. Prominent contributors examine the Strategies' recommendations from the perspective of their own research areas or interests, and discuss the issues involved, including: Ideas for extending current practice Suggestions of important aspects of mathematics teaching that are being given little or no emphasis Alternative approaches that could be integrated into current practice Aspects of current practice that need to take account of recent research findings or emerging issues. Each chapter discusses implications for teaching and learning primary mathematics. The book will be particularly useful for trainees, practising teachers, mathematics coordinators and numeracy consultants.Contributors: Mundher Adhami, Mike Askew, Carol Aubrey, Margaret Brown, Ann Dowker, Rosemary Hafeez, Steve Higgins, Keith Jones, Lesley Jones, Valsa Koshy, Alison Millett, Claire Mooney, Laurie Rousham, Malcolm Swan, Ian Thompson, Helen J Williams. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "Academics are expected to write but seldom consider and discuss the nature of academic writing. As a result, the practice is shrouded in mystery. Writing for Academic Journals makes explicit much of what is normally opaque and it should be among the first ports of call for any academic who is contemplating getting published. This new edition achieves the near-impossible: improving on what was already acknowledged as a first-rate compendium". Professor Ronald Barnett, Institute of Education, University of London, UK "Our experience is that Rowena's practical approach works for busy academic staff. Not only does it enable them to increase their publication output and meet deadlines, but it boosts enthusiasm for writing and stimulates creative thinking." Kate Morss, Director, Queen Margaret University College, Edinburgh, UK "How many of us find the prospect of writing for an academic journal a daunting task sointimidating that barely an undetectable degree of arm twisting is required to furtherrelegate the task to an ever lower position on our priority list? Sound familiar? Well lookno further, those woes may be on the run thanks to this well thought-out and very readable short book." Ian Pearce,Consultant Urological Surgeon,Manchester Royal Infirmary This book unravels the process of writing academic papers. It tells readers what good papers look like and how they can be written. Busy academics must develop productive writing practices quickly. No one has time for trial and error. To pass external tests of research output we must write to a high standard while juggling other professional tasks. This may mean changing our writing behaviours. Writing for Academic Journals, Second Edition, has been comprehensively updated to include the most recent research and theory in order to provide new knowledge on writing across the disciplines. Drawing on her extensive experience of running writing workshops and working closely with academics on developing writing, Rowena Murray offers practical and tested strategies for good academic writing. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. ". well-written and seems to be at a level which would be graspable by most undergraduate and maybe A level students - without neglecting too much the complexities of the use of qualitative techniques . These characteristics coupled with the fact that each of the authors is an expert in using the particular qualitative techniques they discuss, means that the book can be heartily welcomed." Psychology Teaching ReviewThis book is a collaborative production, based on the experiences of the co-authors in presenting a course over many years in Qualitative Methods to MSc students. All the team are members of staff of the Department of Psychology and Speech Pathology at the Manchester Metropolitan University, and have a wealth of experience in teaching and using qualitative methods. This is not an edited book; the authors have drafted particular chapters, but the team has collectively discussed, reworked and rewritten the text to produce a coherent review and guide to the area. This research guide is designed to be an introductory text to qualitative methods, intended for advanced undergraduate and postgraduate students. As well as furnishing an understanding of the assumptions underlying such research methods, the book is intended to present a practical guide as to how to carry out qualitative investigations, and in addition to provide the basis for a critical evaluation of these methods. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "Community Profiling" provides a practical guide to the community profiling process which can be used by professionals involved in the planning and delivery of services, community workers, community organizations, voluntary groups and tenants' associations. In addition, it will provide an invaluable step-by-step guide to social science students involved in practical research projects. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "a welcome third edition of an already well-known and widely used text.truly 'user-friendly' " Network "The third edition of this tried and tested book works very well and should be extremely successful.its strength is that it covers all the principal areas of research in an accessible and lively style, treating each approach in relation to the philosophical and methodological debates that underpin them. It is logically organised and each chapter is well-structured.complex topics are clearly explained for the inexperienced reader, at the same time it contains enough of substance and food for thought for more advanced students." - John Scott, University of Essex Praise for the previous edition: "This is the finest introduction to social research I have ever read.Methods are meticulously worked through from official statistics to comparative research via surveys, interviews, observation and documentary analysis.The writing is clear, concise and scholarly with the bibliography a delightful A to Z compendium of the best in sociology." - British Sociological Association Network The fully revised and updated third edition of this hugely popular text incorporates the latest developments in the interdisciplinary field of social research, while retaining the style and structure that appealed to so many in the first two editions. Tim May successfully bridges the gap between theory and methods in social research, clearly illuminating these essential components for understanding the dynamics of social relations. The book is divided into two parts, with Part I examining the issues and perspectives in social research and Part II setting out the methods and processes. Revisions and additions have been made to Part I to take account of new ways of thinking about the relationship between theory and research, and values and ethics in the research process. These take on board advances in post-empiricist thinking, as well as the relations between values, objectivity and data collection. Where necessary, recommended readings and references to studies that form the bases of discussions throughout the book have been updated. In Part II, additions have been made to the chapter on questionnaires, and elsewhere new discussions have been introduced, for example, on research on the internet, narratives, case studies and new technologies. The reader will detect many other changes, the intention of which is to aid understanding by staying up-to-date with the latest innovations in social research. The chapters follow a common structure to enable a clear appreciation of the place, process and analysis of each method, and to allow the comparison of their strengths and weaknesses in the context of discussions in Part I. The clear writing style, chapter summaries, questions for reflection and signposts to further readings continue to make this book the ideal companion to social research for students across the social sciences. In addition, it will be recognised as an invaluable source of reference for those practising and teaching social research who wish to keep abreast of key developments in the field. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. Reviews of the third edition: 'This remains the best general.introduction to working on the PhD. It is well worth consulting by anyone considering the PhD as a route to take, either part-time combined with employment, or full time as a route into academia' - Social Research Association. 'This is an excellent book. Its style is racy and clear.an impressive array of information, useful advice and comment gleaned from the authors' systematic study and experience over many years.should be required reading not only for those contemplating doctoral study but also for supervisors, new and experienced' - "Higher Education".Since the first edition of this innovative book appeared in 1987 it has become a worldwide bestseller. Through it many thousands of students in all faculties and disciplines have been helped to gain their PhDs. Practical and clear, this book examines everything students need to know about getting a PhD through research in any subject. It also helps supervisors and examiners to better understand their role in the process. It is completely updated throughout. It includes a new section on increasingly popular professional doctorates such as EdD, DBA and D.Eng. It includes new material for overseas, part-time and mature students, and their supervisors. It also includes a new diagnostic questionnaire for students to self-monitor progress. It takes in the impact of the new Code of Practice of the Quality Assurance Agency. It includes stories of other PhD students, problems they encountered and how they dealt with them! "How to get a PhD" is the essential handbook for doctoral students! The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "For more than a decade, the 'Thompson Trilogy' has chronicled the ebb and flow of primary mathematics in England, to the benefit of anyone with an interest in children's learning. The first edition anticipated the National Numeracy Strategy, helping teachers to understand and to implement the new pedagogies. Ian Thompson devotees, past and present, will be delighted with this new edition, which maps the territory in the post-strategy era. Although set in the contemporary context of the most recent Reports and Reviews, many of the issues addressed in this edition are timeless, This is an important book - for the present, and for posterity." Tim Rowland, University of Cambridge, UK The new edition of this bestselling book provides an accessible guide to a wide range of research evidence about teaching and learning mathematics. Major changes in the primary mathematics curriculum in recent years such as those recommended in the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage, the Williams, Rose and Alexander Reviews are reflected throughout the book. The new edition comprises fourteen new chapters, including a section devoted to post-Williams issues and four popular chapters that have been retained and updated in light of the vast changes in the field. Key topics include: Using resources, ICT, AfL and problem solving approaches effectively Learning from errors and misconceptions Developing mental and written calculation The 'gifted and talented' Transition from EYFS into Key Stage 1 Intervention and the Every Child Counts programmeThis popular book is essential reading for all trainee and practising primary school teachers, classroom assistants and mathematics specialist teachers. Contributors: Mike Askew, Patrick Barmby, Meindert Beishuizen, Margaret Brown, Kev Delaney, Nick Dowrick, Sylvia Dunn, Richard English, Sue Gifford, Tony Harries, Steve Higgins, Jeremy Hodgen, Louise Matthews, Frank Monaghan, Mike Ollerton, Julie Ryan, Ian Thompson, John Threlfall, Julian Williams, Jan Winter. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "This thoughtful book provides expert overviews of historical, sociological, psychological, cultural, legal and rights-informed approaches to childhood. Through these well written, readable chapters, students will be engaged with important debates in childhood studies, and led towards many ideas and problems for further investigation. This second edition includes new chapters arguing strongly for interdisciplinarity and for measured responses to the current 'crisis' in UK childhoods." Berry Mayall, Institute of Education, University of London, UK An Introduction to Childhood Studies offers a wide-ranging and thought-provoking approach to the study of childhood, providing an important contribution to this burgeoning area of research and teaching. It brings together key themes in the area of Childhood Studies, providing a comprehensive and accessible introduction for students and practitioners, helping to answer questions such as: What is childhood and how can it be studied and understood? How is the idea of childhood shaped by the society we live in? The contributors - who are leading figures in their fields - examine childhood from historical, socio-cultural and policy perspectives. They explore aspects such as the construction of childhood, children's literature, childhood in the digital age and children's rights. Revised and updated throughout, the new edition includes: An expanded introductory chapter - Childhood Studies: past, present, future A new chapter on children's rights and educational provision A new concluding chapter - The future of childhood Revised and updated chapters Further reading suggestions for each chapterAn Introduction to Childhood Studies is a key text for students on courses in childhood studies, child psychology, social policy and the sociology of youth and childhood. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. Praise for the first edition of "Child Abuse" includes: "This is a well written, comprehensive and informative book." - "Journal of Sociology and Social Welfare". "The format is clear, the size compact, and the text comprehensive, making this an invaluable reference volume for teaching libraries and anyone with a specific interest in the subject." - "Child Health". ".a book which social work students interested in child care and family work, and students on post-qualifying child protection courses, will want to have by them for constant reference." - "Issues in Social Work Education". The revised edition of this bestselling text provides a concise but comprehensive introduction to a wide range of knowledge which is of crucial importance to students and practitioners in the child protection field. It stresses the need to understand child abuse in a historical, social and political context, and critically reviews a wide range of relevant contemporary research in Britain, the USA and Europe. While maintaining the strengths of the original book, this second edition incorporates a wealth of new material. It provides a full account of policy developments in Britain since the early 1990s, including the emerging concerns about the extent and nature of institutional abuse, and the shift towards more preventive, family supportive approaches to child protection work. New research on the consequences of child abuse and on practice initiatives in both Britain and the USA are also included. "Child Abuse: Towards a Knowledge Base" is recommended reading for practitioners and students who are working, or intending to work in the child protection field. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "This book is a welcome addition to the "What's Worth Fighting For?" series by two highly respected authors. It contains practical advice to help prepare the teaching profession for a future which is already here and in which the context for teaching and learning will shed the 19th century factory model on which our schools are based. Headteachers and their teacher colleagues will want to be at the forefront of preparing consciously for the future rather than finding themselves as passive recipients of change and this book provides a guide for that journey." - Rowie Shaw, NAHT In this book, Andy Hargreaves and Michael Fullan argue that in a world of growing complexity and rapid change, it is vital to forge strong, open and interactive relationships with communities beyond schools in order to bring about significant improvements in teaching and learning within schools. Now, more than ever, it is necessary to rediscover the passion and moral purpose that makes teaching and learning exciting and effective. This book makes accessible ideas steeped in research, theory and practice. It will challenge all in education and will provoke thought, elicit debate and encourage action. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. * Is it time to question the traditional approach to the teaching of early number? * What does research tell us about how young children acquire number concepts? * What can teachers do to facilitate the development of number understanding? This book presents an accessible guide to current research into the teaching and learning of early number concepts. The beliefs and number understanding of nursery and reception children are examined, and the book provides a detailed account of the role of counting in the acquisition of number understanding and in the development of derived fact strategies for addition, subtraction and multiplication. The 'emergent mathematics' movement is analysed and the place of written number work is covered. The book argues for the bridging of the gap between mental and written algorithms, and suggests ways in which this may be achieved. Practical activities are described to help teachers develop various aspects of number understanding. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "The book is written in an engaging and accessible style and the passion of the author is evident. .an interesting and timely text that will be useful to those working with very young children and their families." British Journal of Educational Studies"a challenging and worthwhile read" Nursery World The first year of life is the year of opportunity. It is when the foundations for our emotional and social well being together with our motivation and ability to learn begin to be laid down by an ongoing interplay of physical, neurological and psychological processes Maria Robinson draws upon up to date research to illuminate this process and highlights the importance of understanding the meaning and influence of adult interactions, reactions and behaviour towards their child and the child's impact on the adult. She indicates how the outcomes of early experience can influence the direction of future development so providing insight into the potential reasons for children's behavioural responses. The powerful nature of working with babies and young children is addressed in a separate section which encourages practitioners to reflect on how personal attitudes, beliefs and values can influence professional practice.This fascinating book is a valuable resource for all early years practitioners including teachers, social workers and health visitors who wish to understand behaviour within a context of early developmental processes. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. This is a book for all researchers in educational settings whose research is motivated by considerations of justice, fairness and equity. It addresses questions such researchers have to face. Will a prior political or ethical commitment bias the research? How far can the ideas of empowerment or 'giving a voice' be realised? How can researchers who research communities to which they belong deal with the ethical issues of being both insider and outsider? The book provides a set of principles for doing educational research for social justice. These are rooted in considerations of methodology, epistemology and power relations, and provide a framework for dealing with the practical issues of collaboration, ethics, bias, empowerment, voice, uncertain knowledge and reflexivity, at all stages of research from getting started to dissemination and taking responsibility as members of the wider community of educational researchers. Theoretical arguments and the realities of practical research are brought together and interwoven. Thus the book will be helpful to all researchers, whether they are just beginning their first project, or whether they are already highly experienced. It will be of great value to research students in designing and writing up their theses and dissertations. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. Praise for the first edition of Research into Practice and Research Methods for Nurses and the Caring Professions: These books provide a good introduction for the uninitiated to reading and doing research. Abbott and Sapsford provide a clearly written and accessible introduction to social research . One of their aims is to 'de-mystify' research, and in this they succeed admirably. After reading the text and the articles in the reader, and working through the various research exercises, readers should have a clear appreciation of how to evaluate other people's research and how to begin their own. -David Field, Journal of Palliative Medicine This book, now substantially revised in its second edition, is about the appreciation, evaluation and conduct of social research. Aimed at nurses, social workers, community workers and others in the caring professions, the book is particularly focused on research which evaluates and contributes to professional practice. The authors have provided many short, practical exercises in the text, and the examples are drawn mostly from projects carried out by one or two people rather than large research teams. The clear, accessible style will make this the ideal introductory text for those undertaking or studying research for the first time. The book may be used in conjunction with Research into Practice (Open University Press), a reader of useful examples selected by the same authors. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "At last, a jargon free Evidence Based Practice Book! This book gives the impression that it is a friendly tutor always on standby to answer any of your questions. It is written well, in a personable style to allow the reader to take in all the concepts of Evidence Based Practice. The book is up to date and recognises that not all areas of health and social care have the privilege of being supported by huge pieces of research and RCT's. In these cases, advice and guidance is readily at hand in the book to show the reader what other evidence can be out there and how to use it." Irene Mabbott, Practice Development Co-ordinator (Evidence based Practice), Northern General Hospital, Sheffield"I love this book. It's ideal for students new to research and qualified professionals needing an update. I wish it had been around when I was a student as it would have made searching for, critiquing and reviewing literature a much smoother process. I think this book should be on every university reading list. It is set out in an easy to follow format with lots of examples relating to practice which allows the reader to understand the importance research from the first page." Lynda Luke, Registered Nurse and Moderator on www.studentnurse.org.uk"I would just like to say this is the best text I have come across for my module for under-graduate students. It is pitched at just the right level and is written in a style that is easy to engage with. The layout and the structure are also easy to follow and it is a really good introduction to EBP. I intend recommending this to my students and thank you once again for sending me a copy of this." Jean Davison, Teesside University, UK"The book provides a basic introduction to Evidence Based Practice and many related issues. A spectrum of information from 'what is evidence' to 'how to implement evidence' has been included in an easy to navigate contents page. Some clinical experience is necessary to understand the links to clinical practice their importance and implications. Some useful website addresses are provided in order to increase and widen access to other necessary resources." Nicola Olleveant, The University of Manchester, UK"This is one of the best books I have come across for beginners to evidence based practice. Written in a style thats easy to understand and jargon free, this book helps with undertaking research, making it a lot easier to understand." Kerry Davis, Student Nurse, University Campus Suffolk, UKHave you heard of 'evidence based practice' but don't know what it means? Are you having trouble relating evidence to your practice? This is the book for anyone who has ever wondered what evidence based practice is or how to relate it to practice. This accessible book presents the topic in a simple, easy to understand way, enabling those unfamiliar with evidence based practice to apply the concept to their practice and learning. Using everyday language, this book provides a step by step guide to what we mean by evidence based practice and how to apply it. It also: Provides an easy to follow guide to searching for evidence Explains how to work out if the evidence is relevant or not Explores how evidence can be applied in the practice setting Outlines how evidence can be incorporated into your academic writing A Beginner's Guide to Evidence Based Practice in Health and Social Care is key reading for everyone involved in looking at and applying evidence - students, practice educators, mentors and practising health and social care professionals. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "New Kinds of Smart is an intelligent book about intelligence, the many things that go into it, and how educators can help students to get more of the cornucopia." Professor David Perkins, Harvard University, USA"This is an important and welcome book. It cuts through the hype about what the latest findings from cognitive neuroscience can, and more important, cannot tell us, and provides a comprehensive overview of what we know about learning." Professor Dylan Wiliam, Institute of Education, University of London"This immensely readable book explains the developments of learning theory and then applies those developments to classroom practice and takes that next vital step of explaining what that means for a learner." Professor Mick Waters, Chairman of The Curriculum Foundation20th Century schools presumed that students' intelligence was largely fixed. 21st century science says that intelligence is expandable - and in a variety of ways. New Kinds of Smart argues that this shift in the way we think about young minds opens up hitherto unexplored possibilities for education. For the first time ever, New Kinds of Smart brings together all the main strands of research about intelligence in one book and explains these new ideas to practising teachers and educators. Each chapter presents practical examples, tools and templates so that each new strand of thinking can be woven into their work as teachers and into their lives as learners. Topics covered include: Composite intelligence Distributed intelligence Expandable intelligence Social intelligence Practical intelligence Strategic intelligence Intuitive intelligence Ethical intelligence. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. What is elder abuse? How can it be explained and understood? Why now? What can be done about it? Elder abuse is now recognized as a serious social problem on both sides of the Atlantic and Australia. Our understanding and responses to it will have profound implications for the quality of older people's lives and their place in society. Elder Abuse in Perspective examines how the mistreatment of older people is defined, theorized and researched. It places the problem in its social and historical context, giving special attention to forms of abuse within families, communities, and institutions like hospitals and residential homes. The book looks at issues around training and elder abuse, and explores the most effective methods of intervention and prevention. Elder Abuse in Perspective challenges many commonly held assumptions and provides new insight into elder abuse and neglect. It is perhaps the first book in recent years to provide a critical and reflective analysis of this growing social issue. It is an essential addition to the library of practitioners, researchers and students of old age. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. This practical book is designed to help beginning counsellors and therapists examine and improve their work. It is addressed to those practitioners who choose to, or are obliged to work within a brief contact; and to all those who recognize the reality that counselling and therapy after turn out to be much briefer than their popular image might suggest. The ideas in the book are culled from the authors' own experiences as seasoned practitioners of brief counselling as well as from their work as supervisors and trainees of cousellors. They address the kind of questions frequently asked by trainee and beginning counsellors, and provide guidelines rather than injunctions. They do not assume that any particular counselling orientation is more fitting for brief counselling than any other, and they give various examples of how practitioners from different schools might regard particular issues. They provide helpful hints from a broad perspective and an invaluable resource for fine-tuning the work of counsellors and therapists. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. "This book is an excellent resource for gaining understanding about the fundamental principles of ICT in the Foundation Stage curriculum. [The] principles of good practice in this book will not be outdated by new products or trends. The book is a well-balanced blend of theory and application. It has certainly helped to provoke and resolve ideas about the use of ICT in our settings." - Nursery World This book helps readers understand how very young children (from birth to six) develop an early awareness, and subsequently develop their knowledge, skills and understandings of information and communication technologies (ICTs). The rapid growth of ICT has prompted concerns among parents, educators and policy-makers over the suitability of many educational applications, and electronic toys, for young children. However, evidence is presented to show that the use of ICT by young children is compatible with the principles of a developmentally appropriate curriculum (DAC). In fact the authors argue that used imaginatively, many applications of ICT can make a significant and unique contribution to children's social and cognitive development. This is a significant book for students, parents,carers, teachers, and other professionals who want to provide a rich learning environment in education, and in teaching and supervising research in the early years. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. An up-to-date, in-depth treatment of the major current issues, theories and findings. It introduces a representative selection of different research methods and the reader is encouraged, by means of activities and self-assessment questions, to become an active participant in cognitive psychology. In particular, the student is introduced to problem solving by working through actual problems and so is able to test and develop theoretical frameworks by "hands on" experience. The first edition of this book established itself as an innovative and accessible introduction to problem solving. This second edition has been extensively rewritten to take account of the latest research developments in the subject. The first of three main parts considers the analysis of problem structures and the strategies used in solving problems, exploring the concept of humans as active processors of information. This leads, in the second part, to an examination of the role of previous experience in solving (new) problems, and of the use of computers to model the processes involved in problem solving and learning. The final part looks at recent research on "intelligence" by cognitive psychologists. The processes underlying behaviour on a subset of intellgence-test tasks are examined and the question of whether or not intelligence can be trained is explored - in particular whether training on particular intelligence-test tasks generalizes to different situations, such as classroom performance. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condizione: Very Good. What are the key issues in FE?How does FE differ from other sectors of Education?What does the future hold for FE? This book offers a unique and provocative guide for all lecturers committed to providing the best education and training possible in the changing world of Further Education.The authors examine key issues such as: How teaching in FE differs from others sectorsThe motivations of learners The use of new technologies in the classroomThe techniques adopted by college managersThe changing assessment methods The introduction of personalised learningAn analysis of the politics behind the training of lecturers. Written in an accessible style, every chapter presents a different and challenging approach to key issues in Further Education.A Lecturers Guide to Further Education is essential reading for all new and experienced Further Education lecturers. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.