the open university milton keynes united kingdom (301 risultati)

Paperback. Condizione: Very Good. This accessible text provides guidance on the inclusion of young children with special educational needs or disabilities in a variety of early education settings. The author highlights the complexity of early identification and assessment of children described as having special educational needs. Practitioners are encouraged to consider make exclusion visible and consider important questions relating to the language and values underpinning the early years policy and practice. The emphasis is on inclusion as a process aimed at supporting young children and their families in order to enable all children with SEN or disabilities the opportunity to participate in activities available to all children in an inclusive learning environment. The author promotes the development of inclusive early years cultures where inclusion of all children is regarded as a right rather than an option. The text has implications for the teaching and learning of all young children not only those perceived as having special educational needs. The theoretical perspectives are supported by examples based on concerns and experiences of parents, children and practitioners. It is essential reading for those working or intending to work with young children. 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. * How do pupils make sense of the past? * What is the relationship between the way historians construct interpretations of the past and the way pupils learn history in schools? This book draws together developments in a wide range of fields: in academic history, in the study of language and in classroom research on pupil learning, as the basis for a distinctive approach to the teaching and learning of history in school. Chris Husbands analyses four approaches to learning about the past: through looking at evidence, through the language of the past, through story and through the imagination. He emphasises the ways in which pupils and historians structure their own interpretations of history and considers the implications for teachers by examining the ways in which classroom talk, writing and assessment can support the development of sophisticated understandings of the past. 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 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. 'I don't like cleaning and hoovering and washing up. I do them because I have to, and I feel that James wants me to be in the house, to be there because his children are there, and the family's there. he likes me there being the mother-hen.' This is how Morag begins to tell her story to her potential therapist. Six therapists are given the opportunity of assessing Morag: What do they wish to know about her? how do they understand her? how might they work with her? and what outcome can they predict for her as a result of therapy? In this highly original book - which starts with Morag's own story - the reader has a chance to see six different therapists at work, drawing on the same material from the one real client. The similarities and differences between therapies are highlighted. And at the end the reader is able to enter Morag's experience of the process, and decide with her, which one she might choose in her search for a therapist. This fascinating volume will appeal to a wide range of students and practitioners involved in counselling and psychotherapy, particularly those interested in comparing different therapeutic approaches. 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 concerned with action research as a form of teacher professional development. In it, John Elliot traces the historical emergence and current significance of action research in schools. He examines action research as a "cultural innovation" with transformative possibilities for both the professional culture of teachers and teacher educators in academia and explores how action research can be a form of creative resistance to the technical rationality underpinning government policy. He explains the role of action research in the specific contexts of the national curriculum, teacher appraisal and competence-based teacher 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. * What are the distinctive characteristics of dyslexia? * How much progress has been made in discovering the causes of dyslexia? * What are the latest ideas on ways in which dyslexics can be helped? It is just over a hundred years since Dr Pringle Morgan published his famous account of Percy, a boy of 14 who could 'only with difficulty spell out words of one syllable', who wrote his name as 'Precy' and 'did not notice the mistake until his attention was called to it more than once'. Yet 'the schoolmaster who taught him for some years says that he would be the smartest lad in the school if the instruction were entirely oral'. Dyslexia: A Hundred Years On is an overview of the field. It traces the historical influences and examines the contributions of various disciplines. The new edition (1998) is a complete re-write of the original book and brings accounts of research fully up to date. There are also new chapters which report on new areas of research and raise questions about the different forms which dyslexia can take in different languages. The book also looks afresh at assessment, teaching approaches, and counselling. This book is an invaluable resource for trainee and practising teachers including special needs teachers; professionals and lay persons interested in dyslexia; psychologists, doctors, health visitors and college students (particularly those in the field of psychology, education, and linguistics). 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. How do we conduct classroom research? Why is classroom research valuable to teachers and schools? How does classroom research contribute to teaching, learning and school transformation?The fourth edition of this bestselling book is a practical guide for teachers that wish to conduct research in their classrooms and for schools that wish to improve their practice. Classroom research, as described in this book, will enable teachers to enhance their own or their colleagues' teaching, to test the assumptions of educational theory in practice and to implement and evaluate whole school developments. Comprehensively revised and updated, changes to the new edition include: A major re-working of the last four chapters Comprehensive description of how to conduct classroom research Two new chapters on analyzing and reporting research Updated case study examples and cameos The contribution of teacher research in enhancing personalized learning and school transformationThe book also explores models of teaching and learning; methods for collecting, analyzing and reporting data; and the ways in which classroom research can be published and linked to the curriculum, teaching and staff development. 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. 'Every school a great school' is not just a slogan, but an aspiration for the next stage of education reform, in which each student has the opportunity to reach their full potential. The book argues that, for 'every school a great school' to become a reality, requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform. Achieving this goal requires strategies that not only continue to raise standards, but also build capacity within the system. David Hopkins identifies four key educational 'drivers' that, if pursued, have the potential to deliver 'every school a great school': Personalized learningProfessionalized teaching Networking and innovation Intelligent accountability The author believes that it is the responsibility of system leaders to mould the four drivers to fit individual school contexts. It is this leadership that enables systemic reform to be generic in terms of overall strategy and specific in adapting to individual and particular situations.Every School a Great School is inspirational reading for head teachers, senior leaders and managers, researchers, lecturers and those with a passionate interest in improving education for all. 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 introduction to the fields of group dynamics and social interaction. It begins from the assumption that people live together in relationships which are personal, but also part of a larger social structure. The book argues that formal relationships and personal intimacy are not mutually exclusive. The author uses examples from everyday experience, and writes in a manner that should make the text accessible to a layperson. 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 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 meant by 'control' in the psychology of health? * How do different control-related concepts relate to each other? * How can control be measured? This ambitious and much needed text presents a comprehensive review of theories and concepts that are central to our understanding of the psychology of health, including perceived control, locus of control, learned helplessness, self-efficacy and social support. The origin and theoretical development of each concept are explored, and the links between them analysed. Their current status as variables in health-related research is examined and examples of their applications in a variety of health care contexts are given, along with an overview of tools of measurement. The final chapters bring these concepts together within a single theoretical framework, which explains the potential interaction of personal control and social support in promoting and sustaining psychological well-being. For student courses, this book will enhance the understanding of control theory and its relevance to health behaviour change and health care interventions. In addition, it will aid conceptual clarity and measurement for those wishing to design research based on the concept of control. 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. News Culture offers a timely examination of the forms, practices, institutions and audiences of journalism. Having highlighted a range of pressing issues confronting the global news industry today, it proceeds to provide a historical consideration of the rise of 'objective' reporting in newspaper, radio and television news.It explores the way news is produced, its textual conventions, and its negotiation by the reader, listener or viewer as part of everyday life. Stuart Allan also explores topics such as the cultural dynamics of sexism and racism as they shape news coverage, as well as the rise of online news, citizen journalism, war reporting and celebrity-driven infotainment.Building on the success of the bestselling previous editions, this new edition addresses the concerns of the news media age, featuring: An expanded chapter on news, power and the public sphereA chapter-length discussion of war journalism, tracing key factors shaping reportage from the battlefields of Vietnam to the current war in IraqA chapter on citizen journalism in times of crisis, including a number of examples where ordinary individuals have performed the role of a journalist to bear witness to tragic events This book is essential reading for students of journalism, cultural and media studies, sociology and politics. 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. Do you lack confidence in teaching the more difficult areas of primary science? Do you want accessible, well structured support? Yes? Then this handy book is for you.It provides a combination of engaging, practical lesson ideas and subject knowledge to help you teach the trickiest parts of primary science such as materials and their properties, magnetism, circuits, forces and life processes.Using strategies that have been successfully used in primary school classrooms, it explains the most difficult topics in a simple, non-technical style. It includes a range of accessible ideas, hints and tips with a focus on providing a skills-based, problem-solving approach to learning.Each topic area includes advice on: How to link the topic with other areas of learningIdentifying and challenging common misconceptionsHow to effectively pre-assess the learners' ideas to best meet their needsPractical activities for challenging and developing children's ideasExplanatory models to help pupils consolidate their understanding This book provides friendly support and guidance to anyone teaching or training to teach primary science. 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 popular book is the ideal companion text for all new and trainee nurse mentors, providing unique strategies and ideas to help devise and enhance learning opportunities for their students.With a practical and accessible style, the book answers the many questions that mentors may have about the mentoring role, including: How can I create a good learning environment? What should I include in my mentor's portfolio? How can I best support failing students? The book includes plentiful case studies, tools and interventions that you can use in clinical practice, and is full of real insights from students and mentors. Fully updated in this second edition the book includes new and additional coverage on e-portfolios, undertaking student evaluations, conducting the final interview, using evidence as a mentor, the best way to teach skills in practice and how to demonstrate leadership skills as a mentor.This book is essential reading for newly qualified nurses intending to develop their professional skills by becoming mentors. Well written in accessible language the book progresses logically and comprehensively. It begins by setting the context of mentorship within contemporary legislative and professional frameworks. The chapters then develop to include the various contexts of learning, essential core theories of learning, and insider tips on teaching in the clinical environment.Of course, the mentor also has to assess students as competent for practice and Danny goes on to address this with good application to the professional context. He illustrates strategies to obtain both a successful and a fair assessment; and identifies an important part of assessment that often is overlooked. That is how the formative aspects of assessment complement the students' learning experience thus closing the learning loop.The final section of this book focusses on continuing good practice once qualified as a mentor and examines strategies to develop and update skills within a continually evolving professional framework. This book therefore provides a comprehensive resource for both novice and experienced mentors. Dr David Howard,Associate Professor,School of Health and Social Care,The University of Lincoln, UK This excellent handbook, is a 'must have' resource for all healthcare professionals who are either embarking on a mentorship role or who are established in their roles. It is a well written handbook that comprehensively explores all aspects of mentorship. Dr. Eloise Pearson, Nursing Lecturer / Honorary Theatre Practitioner, School of Nursing and Midwifery, University of Dundee, 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. With contributions from leading experts in the child welfare field, this book provides an overview of the best current evidence from research on 'what works' in social care services for children and families. The research reviews are helpfully laid out in sections covering services for children who are looked after away from home; interventions aimed at reducing the social exclusion of children and young people; interventions aimed at protecting children or promoting their health. In addition to accessible summaries of the research in these areas, this book discusses the importance of research evidence to policy and practice and includes a commentary from young people themselves. What Works for Children? will be of practical use to those working with vulnerable children, in particular social workers, teachers, youth workers and health care professionals. Its clear style and presentation of key messages will also make it an important text for students as we move to a greater understanding of the way in which intervening in children's lives needs to be based on good evidence. 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. If you are teaching or learning to teach primary mathematics, this is the toolkit to support you! Not only does it cover the essential knowledge and understanding that you and your pupils need to know, it also offers 176 great ideas for teaching primary mathematics - adaptable for use within different areas of mathematics and for different ages and abilities.Tackling children's misconceptions in each topic area and differentiation through open-ended tasks and elements of choice, the book encourages you to think deeply about the teaching of the primary mathematics curriculum. The classroom activities, which are simple to resource and use, support you in meeting the Teachers' Standards securely and encourage children to: Think deeply about mathematics and to challenge themselves Develop mathematical independence Engage in mathematical talk Work collaboratively with others to further understanding Whether you are just getting started in your teaching career or more experienced you will find a wealth of innovative activities to support you in teaching primary mathematics in effective and creative ways.This book is an absolute must for every primary teacher. The perfect blend of subject knowledge, common misconceptions, pupil activities and self-assessment questions will support all those who are feeling slightly less than confident about teaching a mathematical topic. Sue Davis, Primary PGCE Course Leader and Lecturer in Mathematics Education, University of Leicester, UK This book has the conversational style of an excellent mentor and/or tutor of primary mathematics. It offers advice and guidance on how to be an effective teacher of mathematics whilst still drawing the reader's attention to the importance of developing good subject knowledge, and how this can be addressed. This is an all encompassing text for any student or teacher of mathematics and will feature on my highly recommended reading list. Paula Stone, Senior Lecturer Primary Education (Mathematics), Canterbury Christ Church University, UK This book is ideal for student and practicing teachers alike. This book stands out from other texts I have used as there is an extremely helpful section at the end of each chapter which provides suggested classroom activities with associated learning objectives for each area of mathematics. As a final year student, I only wish this book had been available to me at the beginning of my course! Shelley Rogers, Student Teacher, University of Chichester, UK This book approaches the teaching of primary mathematics with a clear ethos, which is explained in the first chapter and then pervades all the suggestions and discussions which follow. The author's experience of having taught and observed hundreds of mathematics lessons is distilled into the essence of primary mathematics teaching. Dr Marcus Witt, Senior Lecturer in Primary and Early Years Mathematics Education, University of the West of England, 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. * What is 'interactive teaching' in primary classrooms? * What do primary teachers and children do to interact effectively? * Are there benefits in such interactions to both teaching and learning? A research partnership of tutors and teachers strives towards answers to these key questions. This book is the story of this intriguing and exciting research project. The authors examine the practical and theoretical aspects that are key to understanding and undertaking interactive teaching in primary classrooms. The project is unique in using its own interactive processes, 'Reflective Dialogues', to help teachers make sense of their own teaching. This process includes capturing and analysing classroom sessions on video; and cameos of these classroom interactions are discussed throughout the book. The research context is the Literacy Hour in Key Stages 1 and 2. This new title is key reading for academics, researchers, teacher educators, policymakers and primary school teachers. 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 context for understanding educational policies which is currently missing from education and social policy courses. It should be compulsory reading. - Len Barton, University of Sheffield * What have been the positive and negative effects of education reforms in recent years? * Why are the moderate successes of state education unrecognised and education portrayed as 'failing' or in crisis? * How has the reproduction of privilege by education persisted despite a rhetoric of equality and inclusion? Education in a Post-welfare Society provides a concise and critical overview of education policy, as government in Britain has moved from creating a welfare state to promoting a post-welfare society dominated by private enterprise and competitive markets. Concentrating particularly on the past twenty years, Sally Tomlinson places in context the avalanche of legislation and documentation that has re-formed education into a competitive enterprise in which young people 'learn to compete'. She also demonstrates how a relatively decentralised education system became a system in which funding, teaching and curriculum were centrally controlled, and education narrowed to an economic function. Chronologies of education acts, reports and initiatives are provided at the beginning of the first six chapters. Major legislation is summarised, and an extensive bibliography and annotated suggestions for further reading provide additional guidance. The result is an invaluable resource for students of social policy and education, as well as educational researchers and 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. Understanding Governance asks: * What has changed in British government over the past two decades, how and why? * Why do so many government policies fail? * What does the shift from government to governance mean for the practice and study of British government? This book provides a challenging reinterpretation which interweaves an account of recent institutional changes in central, local and European Union government with methodological innovations and theoretical analysis. It emphasizes: the inability of the 'Westminster model', with its accent on parliamentary sovereignty and strong executive leadership, to account for persistent policy failure; the 'hollowing out' of British government from above (the European Union), below (special purpose bodies) and sideways (to agencies); and the need to respond to the postmodern challenge, rethinking the methodological and theoretical assumptions in the study of British government. Professor Rhodes makes a significant and timely contribution to our understanding of government and governance. 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. How do I find relevant information for my thesis, dissertation or report?How do I evaluate the relevance and quality of the information I find?How do I find the most up to date information in my subject area? Anyone setting out to research a topic, whether at undergraduate or postgraduate level, needs to find information to inform their work and support their arguments. This book enables researchers to become expert in finding, accessing and evaluating information for dissertations, projects or reports.The book works systematically through the information-seeking process, from planning the search to evaluating and managing the end results. It suggests how to do this efficiently and effectively whilst using a range of sources including online bibliographic databases and the internet.This edition has been thoroughly updated to reflect the use of new technologies in research by offering the most contemporary information on: Online researchCritical evaluation of resourcesIntellectual property rightsResearch communitiesThe changing landscape of research informationSubject-specific resources Written by an academic librarian, this book provides key reading, not only for academic researchers, but for anyone working for commercial, public or government bodies who has to contribute to 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. 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 textbook is designed for social science students taking their first course in quantitative data analysis. It requires no previous knowledge of statistics or computer use, nor any mathematics beyond an elementary level. It introduces students to the principles of analyzing data in simple stages, including an introduction to using computers and SPSS/PC+, the most widely used statistical package in the social sciences. The emphasis throughout is on an understanding of the underlying principles of data analysis, and on elucidating these with simple but realistic worked examples which stress the role of theory in social research and the logic of data analysis. The first four parts of the text give students a grasp on the logic and language of social research; preparation of data and basic ideas in coputing; descriptive data statistics for both single variables and bivariate analyses; and inferential statistics. The final part introduces some of the most multivariate techniques and discuesses the problems and potential of longitudinal studies. The text comes complete with exercises and examples from the British Class Survey, and a subset of that data on a free floppy disk. The work is designed to serve as a valuable beginner's guide to students in geography. political science, sociology, social policy, management, social psychology and related disciplines. 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 increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. Contributors examine issues such as: Parental involvement in the transition to school Children's voices on the transition to primary school The construction of identity in the early years Readers will be able to draw support, guidance and inspiration from the different writers to scaffold their own thinking and development in relation to childrens transitions. Ample opportunities are offered for readers to gain confidence and competence in dealing with the range of people involved in transitions, and to the benefit of everyone, not least the children, whose transitions capital will grow.Informing Transitions in the Early Years is essential reading for early years students, practitioners, policy makers and researchers. 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. "Melanie Parris provides an excellent introduction to social work, dealing with important aspects of social work values, basic areas of knowledge and vital key skills. Her writing is clear and student-friendly with many examples from practice and encouragement for the reader to develop understanding using active learning." Robert Adams, Emeritus Professor of Social Work, Teesside University, UK"This practice focused text clearly draws upon the many years of experience the author has of social work education . It will be of great help to students who need to integrate theoretical understanding with practical experience and develop core skills. The structure is inclusive and the language accessible. Each chapter has clear learning objectives enabling time pressed learners to focus on particular aspects of professional practice they will encounter in placement." Madeleine Howe, Faculty Head of Quality and Standards, University of Gloucestershire, UK"A very practical and accessible introduction to some of the key concepts and notions which are needed by practitioners in social work. This book helpfully explores the relationship between social work and social care, setting social work in a broader context . It addresses a spectrum of relevant issues such as communication, collaboration and working with service users whilst encouraging more critical and analytical thinking with a wealth of 'Pause for Thought' exercises." Georgina Koubel, Senior Lecturer, Canterbury Christ Church University, UKThis practical workbook is written for social work students and includes both theory and a range of exercises, providing a good foundation for the knowledge and skills you will need for successful practice learning. A variety of active learning features are integrated throughout the book. These are designed to be worked through in sequence, so that the knowledge and skills gained are steadily developed and consolidated. The four key sections cover: Skills for learning and studying in social work - including setting up study groups, developing a creative approach to learning, making the best use of time and key concepts such as reflection and critical thinking.Social work values - includes a unique personal narrative linking the experiences of disability with developments in the way society views disabled people, the development of the social model of disability and relevant legislation. Key social work values and codes of practice are also explored along with meaningful service user and carer participation.Communication and interpersonal skills - why they are important, what communication skills are and different forms of communication with a look at the skills required for specific situations with service users. Professionalism in social work - explores the meaning of professionalism and how it applies to social work, plus the key elements of professional behaviour including how to behave professionally and handle emotions including stress. Importantly, the book also looks at working in teams and with other professions, how to use supervision effectively to enhance professional development, keeping safe and strategies for managing risk to self. An appreciation of the needs and views of service users is integrated throughout the book, with contributions from a carer, a student and a social work practitioner. 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 work is highly relevant to the proliferation of accountability measures worldwide' James Scheurich and Douglas Foley In many countries, the lives of teachers and children are increasingly dominated by programmes of national testing of mathematics and other subjects. In England, the majority of the items in such tests have set mathematical tasks in every day situations such as 'shopping'. This requires children to make decisions about whether to use or not their own every day knowledge and experience in their problem-solving. Some children are likely to have a better 'feel for this game' than others. Assessing Children's Mathematical Knowledge draws on the analysis of national curriculum test data from more than 600 children of 10-11 and 13-14 years of age, as well as in-depth interviews with 250 of these as they attempt to solve test problems, in order to explore the nature of the difficulties children experience with 'realistic' items. The book shows, by comparing test and interview data, that many children, as a consequence of their confusion over the requirements of 'realistic' test items, fail in tests to demonstrate mathematical knowledge and understanding that they actually possess. The book also explores whether this problem of invalid measurement is equally spread across children from different social backgrounds, and across the sexes. The book will be of interest to academics and teachers studying for advanced degrees in mathematics education, sociology of education and educational assessment. 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. In April 1990 a destructive protest took place in Strangeways Prison in Manchester, which excited much emotive media coverage. According to the authors, this outburst of rebellion represented only the culmination of many years of protest in Britain. This book analyzes the causes of prison protest, using Peterhead as its main case-study. 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. Review of the first editionAll the major areas of early childhood maths teaching and learning are covered in this powerful book The book is also full of delightful stories [It] would be eminently suitable for beginning and trainee teachers but would also be helpful to all those concerned in early years settings. All the relevant information is here, based on a wealth of knowledge and experience. TESSupporting Mathematical Development in the Early Years provides practical guidance for parents, teachers and other early years workers who want to give children a good start in mathematical development. Showing how competent children are as mathematicians from an early age, the book offers an overview of young childrens mathematical behaviour at home and in early years settings. The book denes the content and the learning curriculum required to promote mathematical thinking, including an examination of the relationship between mathematics and language learning, and the role of other cross-curricular aspects such as information and communications technology (ICT). It explores the role of staff in observing, planning for and supporting childrens learning by using a variety of strategies, and makes suggestions for promoting effective partnerships between the parents or principal carers and early years staff. The book also considers the importance of play and imagination to the development of abstract thought.The second edition is comprehensively updated throughout and includes new material on Special Educational Needs, the very early years, the role of play, the role of ICT, and examples of outdoor play. It is essential reading for early years teachers and students, as well as parents who want to understand and develop their childrens early mathematical learning. 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: Good. If women's difficulties are not to be trivialized then political, societal and historical frameworks, besides individual dynamics, must be appreciated. The use of clinical material demonstrates the value of such an approach and provides a framework in which to describe the counselling process. The book has been read but remains in clean condition. All pages are intact and the cover is intact. Some minor wear to the spine.

Paperback. Condizione: Very Good. "This is a small book which covers a great deal of ground clearly,concisely, and with a fluidity which makes it an enjoyable read." Journal of Advanced NursingThis book points clearly to the fact that applied research always rests on theoretical assumptions and argues persuasively that good research demands explicit consideration of those assumptions. By setting out the main theoretical paradigms clearly and fairly, it provides a very useful guide for researchers wishing to ensure that their work is properly grounded and appropriately focused, and to students requiring the tools to look under the surface of research claims. Sam Porter, Research Professor of Nursing, Queen's University, Belfast What is the relationship between social theory and applied research? How can theory help us to become better researchers? The book provides a resource for students and professionals, particularly in health and social care, who wish to undertake social research. It bridges the divide between assumptions of traditional research on the one hand and the inaccessibility of complex philosophies of research on the other. Social Theory and Applied Health Research provides an accessible assessment of dilemmas facing social researchers in trying to make sense of the world of health care. It links theory and method by presenting an account of how reflection can help amend, complement and strengthen a practical research strategy. Using clear diagrams, tables and examples of recent research, the book illustrates principles from social theory from a range of applied research studies. This is essential reading for sociologists and psychologists conducting applied research, as well as the health and social welfare professions, including nurses, therapists, doctors, social workers, youth and community workers, and teachers. 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. * How do primary teachers incorporate all the facets of science in their teaching? * How do primary teachers plan and replan their science teaching in the light of how children are learning? * How do primary teachers retain lively and imaginative science teaching within the constraints of a specified curriculum? This book is about the very best of primary classroom practice in science; six teachers, six schools, six science topics, with children from ages five to eleven years. The teaching and children's learning are described in a straightforward style, richly illustrated by pen and ink drawings made from photographs, and by examples of children's work. The author has provided a commentary on the particular classroom examples by linking them to a wider discussion of science in primary schools and by sharing the teachers' own rationale for their decisions. The book was written initially for beginning teachers, but experienced teachers who reviewed the drafts, welcomed the combination of 'real' classroom examples coupled with a more theoretical commentary. Above all, they welcomed the essence of the book which, as the opening sentence indicates, is about creativity in teaching and a celebration of the skills and expertise of primary teachers in the area of science. The book will be invaluable reading for both trainee and practising primary school teachers. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.