Adult education, continuous learning Books
HarperCollins Publishers Ultralearning
Book SynopsisFuture-proof your career and maximize your competitive advantage by learning the skill necessary to stay relevant, reinvent yourself, and adapt to whatever the workplace throws your way in this essential guide.Faced with tumultuous economic times and rapid technological change, staying ahead in your career depends on continual learninga lifelong mastery of new ideas, subjects, and skills. If you want to accomplish more and stand apart from everyone else, you need to become an ultralearner.Scott Young incorporates the latest research about the most effective learning methods and the stories of other ultralearners like himselfamong them Ben Franklin, Judit Polgar, and Richard Feynman, as well as a host of others, such as little-known modern polymaths like Nigel Richards who won the World Championship of French Scrabblewithout knowing French.Young documents the methods he and others have used and shows that, far from being an obscure skill limited to aggressive autodidacts, ultralearning is a powerful tool anyone can use to improve their career, studies, and life. Ultralearning explores this fascinating subculture, shares the nine principles behind every successful ultralearning project, and offers insights into how you can organize and execute a plan to learn anything deeply and quickly, without teachers or budget-busting tuition costs.Whether the goal is to be fluent in a language (or ten languages), earn the equivalent of a college degree in a fraction of the time, or master multiple skills to build a product or business from the ground up, the principles in Ultralearning will guide you to success.Trade Review‘Ultralearning is like a superpower in our competitive economy. Read this book! It will change your life.’ — Cal Newport, author of Digital Minimalism and Deep Work ‘How do you master a difficult subject more quickly than by sitting through years of classes? Read Ultralearning for specific directions on structuring and absorbing complex topics in record time. This short book provides you with a step-by-step guide to becoming an ultra fast learner.’ — Robert Pozen, author of Extreme Productivity and Senior Lecturer at MIT Sloan School of Management ‘Ultralearning is the best book on learning I’ve ever read. It’s a beautifully written, brilliantly researched, and immediately useful masterpiece. If you are looking for the magic match to help light your learning, Ultralearning is it. If you want to learn anything, do yourself a favor and read this book. Now.” — Barbara Oakley, author of A Mind for Numbers and co-author and co-instructor of Learning How to Learn ‘This book is an invaluable tool to help you master complicated skills in a short period of time. Read Ultralearning and level up your life!’ — Chris Guillebeau, bestselling author of The $100 Startup and The Happiness of Pursuit ‘A truly great book about learning. Riveting, useful, practical, and applicable to anyone ready to learn something at their own pace. Ultralearning shows you exactly how to learn better than you thought possible.’ — Derek Sivers, author of Anything You Want
£15.29
The School of Life Press What They Forgot to Teach You at School:
Book SynopsisWe probably went to school for what felt like a very long time. We probably took care with our homework. Along the way we surely learnt intriguing things about equations, the erosion of glaciers, the history of the Middle Ages, and the tenses of foreign languages. But why, despite all the lessons we sat through, were we never taught the really important things that dominate and trouble our lives: who to start a relationship with, how to trust people, how to understand one’s psyche, how to move on from sorrow or betrayal, and how to cope with anxiety and shame? The School of Life is an organisation dedicated to teaching a range of emotional lessons that we need in order to lead fulfilled and happy lives – and that schools routinely forget to teach us. This book is a collection of our most essential lessons, delivered with directness and humanity, covering topics from love to career, childhood trauma to loneliness. To read the book is to be invited to lead kinder, richer and more authentic lives – and to complete an education we began but still badly need to finish. This is homework to help us make the most of the rest of our lives.Trade Review'Brilliant book' * Ayesha Hazarika, Times Radio *'This is a subject I absolutely love' * Jo Good, BBC London *
£13.50
John Murray Press Improve Your Handwriting
Book SynopsisDoes your handwriting reflect the image you want to project?The way you write mirrors your mood and character. It is one of the main ways in which you communicate with the world, and the clarity and technique of your writing will be interpreted by others in many ways.This practical and informative book will help you to improve your handwriting and find a mature, attractive and individual style. It is specifically written for adults and uses self-diagnosis to identify problems and provides exercises for improving your script. In a digital age where writing by hand remains a vital skill, this book covers everything from holding a pen and retraining bad habits, to the difficulties that left handers face and problems that may be caused by medical conditions. It shows how to write quickly and clearly when desired, and beautifully when desired.Experiment with the way you write and choose the style that suits you best, enabling you to write quickly andTrade Review"This book helped me to easily diagnose what went wrong and how to set about improving my writing" * Tanya - Amazon reviewer *Table of Contents : Part one: Handwriting problems : 1. Self-diagnosis : 2. More about self-diagnosis : 3. Practical matters : 4. Help for left-handers : 5. More serious problems : Part two: How to put things right : 6. Regaining control : 7. Rhythm and texture : 8. A training model : 9. Joining up : 10. Personal modifications : 11. Capital letters : Part three: Before and after : Part four: Finishing touches : 12. Layout : 13. A more formal model
£10.44
Birlinn General Scottish Gaelic in Twelve Weeks: With Audio
Book SynopsisThis new 2023 edition includes an audio download link. Scottish Gaelic in Twelve Weeks has been written both as a self-tuition course for beginners and also for use within the classroom. You may want to learn Gaelic because of a general interest in Celtic or Scottish history and culture, or because it was the everyday language of your ancestors. The cynical observer may wonder if the exercise is worthwhile, when only 1.5 per cent of Scotland’s population speak the language. However, Gaelic is far from dead; in some parts of the Highlands and Western Isles it is the everyday language and it represents an important part of the United Kingdom’s cultural mix. There are Gaelic-learning classes in almost every area of Scotland. Each lesson in the book contains some essential points of grammar explained and illustrated, exercises, a list of new vocabulary (with a guide to pronunciation, using the International Phonetics Alphabet), and an item of conversation.
£13.49
John Murray Press Pasos 1 Spanish Beginners Course Fourth Edition
Book Synopsis**The printing errors in Pasos 1 Fourth Edition have been corrected**Pasos 1, fourth edition, is the first part of the best-selling two-stage Spanish course for adult learners who are either starting from scratch or who have a basic knowledge of the language. Whether learning for work or pleasure, at home or in the classroom, Pasos gives a thorough grounding in the language, enabling learners to speak, read, write and understand a language spoken by over 400 million people. This new edition has been fully updated and includes a wealth of new, contemporary photographs. A brand new section at the end of the course provides a range of activities linked to the DVD, available in the Pasos 1 CD & DVD Set or as part of the Complete Pack and Coursepack ebook. What do I get?Coursebook: containing 14 thematic lessons, this full-colour coursebook is the primary text for the course and is ideal for classroom and home use.
£19.54
Right Book Press The Trauma-Informed Coach: Strategies for
Book SynopsisAs a coach or practitioner, your focus is always on facilitating your clients to flourish, thrive and believe in their potential. But what happens when past traumas and emotional injuries prevent them from making progress in the here and now? How do you respond? In this indispensable and highly practical guide, master coach Joanna Harper shares her experience and expert knowledge to equip you with the crucial awareness and skills you need to competently manage even the most challenging of client situations and experiences. Through ten unique core competencies, five powerful and practical models, plus an illuminating and insightful range of case studies that bring everything to life, you’ll discover how to: Put trauma awareness at the core of your coaching practice. Feel confident that you’re dealing with trauma supportively. Handle the distressing emotions and painful memories that past traumas can surface. Know when to refer clients to other services or professionals. Focus and draw on your client’s existing resources and strengths. Whether you’re newly certified or already an experienced coach or practitioner, by being trauma-informed and in possession of these forward-thinking, empowering skills you’ll always know the most appropriate measures and suitable ways to advance when past experiences are preventing your client’s progress.Trade Review"Definitely a book for all coaches who want to deal with the truth of the unexpected." -- Sue Knight, NLP Master Trainer and Author"This important book is an invaluable roadmap for compassionately navigating a route to solutions when issues are driven by past traumas. Highly recommended!" -- Dr Phil Parker, Lead Lecturer in Coaching, London Metropolitan University"Addresses one of the biggest challenges of our time. A unique, whole-person approach for coaches who need inspiring guidance." -- Jean Bosco Niyonzima MD, Executive Director, Ubuntu Center for Peace, Rwanda"Dont miss this! Trauma is ubiquitous and these are the cardinal skills needed to best help those in need." -- Lloyd I. Sederer MD, Former New York City Mental Health Commissioner
£16.99
Liden & Denz Gmbh I love Russian A1 coursebook beginner
Book Synopsis
£29.75
Taylor & Francis Theories of Workplace Learning in Changing Times
Book SynopsisThis book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engeström, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schön, Senge, and Van den Bossche, this book disTable of ContentsBuilding training and development programmes on recent theories of learning in the digital era From classic perspectives on learning to current views on learning High Impact Learning that lasts: Future-proof L&D STEP: a model for team reflexivity in the workplace L&D didactics for workplace learning Deliberate practice, the high road to expertise: K. A. Ericsson Transformational learning: Starting from Mezirow and evolving into a diversity of perspectives Experience and Reflection: D. Schön and D. Kolb Communities of practice: J. Lave and E. Wenger Team Learning: Harvesting diversity Systems thinking and building learning organisations: P. Senge On organisational learning: C. Argyris Inter-organisational expansive learning at work
£30.39
Princeton University Press You Are What You Read A Practical Guide to
Book Synopsis"Robert DiYanni's You Are What You Read is a guide for readers that seeks to restore the pleasures of reading lost in the digital age (and accounted for most eloquently by Sven Birkerts in The Gutenberg Elegies)"--Trade Review"A Choice Outstanding Academic Title of the Year"
£15.29
Pan Macmillan The Creative Writing Coursebook: Forty-Four
Book SynopsisA fully updated comprehensive guide for improving and practicing your creative writing, including contributions from Ali Smith and Kit de Waal The Creative Writing Coursebook, edited by Julia Bell and Paul Magrs, takes aspiring writers through three stages of essential practice: Gathering – getting started, learning how to keep notes, making observations and using memory; Shaping – looking at structure, point of view, character and setting; and Finishing – being your own critic, joining workshops and finding publishers.Fully updated and including a foreword by Marina Warner and contributions from forty-four authors such as Kit de Waal and Amy Liptrot, this is the perfect book for people who are just starting to write as well as for those who want some help honing work already completed. Filled with a wealth of exercises and activities, it will inspire budding writers to develop and hone their skills. Whether writing for publication, in a group or just for pleasure this comprehensive guide is for anyone who is ready to put pen to paper.
£17.00
Octopus Publishing Group Student Hacks: Tips and Tricks to Make Uni Life
Book SynopsisA life-saving illustrated guide to making student life easier, more productive and more fun. With shortcuts to academic success, tips for making the most of the student experience and - most importantly - hangover hacks to make things better the next day.Welcome to the world of being a student! Where gaining knowledge is top priority and partying follows closely behind. The majority of your time in higher education will be spent moaning about lectures, then about exams and assignments, and then about how broke you are every month. Luckily this fully illustrated manual is here to solve your everyday dilemmas, with low-budget tips and tricks on all aspects of student living, including:- Ways to make your student loan stretch further - Tips to help you get out of bed in time for class - Study, exam and revision hacks, including how to listen to your lectures in half the time - How to open a bottle of wine without a corkscrew - and how to get wine stains out of the carpet - A trick for changing those pesky duvet covers - How to store your beer bottles in the fridge without them toppling over - Drawer and wardrobe space maximizers - Party hacks - Food and drink hacks to use up leftovers and make the most of whatever's hiding in your fridge Whether you're a fresh-faced fresher or a seasoned student searching for shortcuts, this trusty guide will be your go-to for all occasions, helping to make your student years gloriously hassle-free.
£8.99
John Wiley & Sons Inc Teaching Adults
Book SynopsisA highly practical guide for new instructors teaching in any setting Regardless of the context, teaching is a tall taskand for those teaching adults, unique challenges await. Teaching Adults: A Practical Guide for New Teachers is chock-full of ideas that can be read quickly and implemented immediately in formal and informal settings, in classrooms and workplaces; in short, wherever adults are learning. Written with straightforward language that eschews jargon, yet grounded in theory, research, and practice in adult education, the book will benefit readers who have not previously been exposed to these ideas as well as more experienced teachers who seek new ways to reach adult learners. The book will serve as a resource to revisit from time to time as readers face new challenges and questions in teaching adults. Readers will delve into to a variety of topics, including: A general teaching framework, including the author''s four keys to effectiTable of ContentsPreface vii About the Author xi Part One: Getting Started 1 1. So, You’re Teaching Adults? 3 2. What is Effective Teaching? 9 Part Two: Four Keys to Effective Teaching 21 3. So, What are You Teaching About? 23 4. A Dozen Things You Need to Know About Adult Learners 31 5. Building Blocks of Adult Learning 43 6. Planning Instruction 59 7. Teaching Techniques 69 8. Knowing Yourself: Understanding the Teacher Within 85 Part Three: Unlocking Doors to Effective Teaching 97 9. Creating a Positive Learning Environment 99 10. Overcoming Resistance to Learning 113 11. Motivation 121 12. Dealing with Dilemmas and Challenges 133 Epilogue: So, Now You’re Ready: Go and Teach Adults 145 References 149 Index 153
£31.35
Harvard Education PR More Essential Than Ever
Book Synopsis
£32.08
Trotman Indigo Publishing Limited The Careers Leader Handbook
Book Synopsis
£33.29
Association for Supervision & Curriculum Development The Differentiated Classroom
Book SynopsisIn this updated second edition of her best-selling work, Carol Ann Tomlinson offers teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests.
£24.61
John Murray Press Pasos 1 Spanish Beginners Course Fourth Edition
Book Synopsis**The printing errors in Pasos 1 Fourth Edition have been corrected**Pasos 1: Spanish Beginner''s Course is a multi-format Spanish adult learning programme for classroom and home use. Fully revised and updated for this new edition, the course includes a coursebook, course pack, activity book and CD and DVD set plus online activities.What do I get?The Pasos 1 Activity Book has been revised to tie in with 4th edition of the course with updated prices and references. It contains extra activities to consolidate and expand the material in the Coursebook (9781473610682) and grammar sections practising specific language points. As with the Coursebook, two main revision units summarise what has been learned, providing reading texts with comprehension and writing tasks. Ideal for faster learners or for practice of a specific area, the Activity Book can be used alongside the Pasos 1 Coursebook or as self-access material f
£16.14
Rowman & Littlefield Agency through Teacher Education: Reflection,
Book SynopsisAgency through Teacher Education: Reflection, Community, and Learning addresses the ways that agency functions for those involved in twenty-first-century teacher education. This book, commissioned by the Association of Teacher Educators, relies on the voices of teacher education candidates, in-service teachers, school leaders, and university-based educators to illustrate what agency looks like, sounds like, and feels like for people trying to act as agents of change. These examples take the form of narratives, theoretical explorations, formal research studies, and reflective essays. Agency through Teacher Education does not seek to establish one definition for agency, but rather to conceptualize it from three perspectives: reflective practice, community engagement/activism, and organizational learning. The book seeks to explore ways stakeholders in- and outside the classroom become agents of change, as well as the traditional and non-traditional roles played out in teacher education programs across the United States.Trade ReviewWhat makes education in a democracy distinctive? Why is equity in our schools necessary and why are community connections vital? How can teacher-student relationships become more meaningful and powerful? Why is teacher agency and efficacy indispensable in effective classrooms? What constitutes good teaching? These kinds of questions animate every page of this important collection, and they power the efforts of the group of smart and talented educators assembled here. Their collective ambition is to transcend the surface arguments about this or that reform agenda and to illuminate the complexity at the heart of education in and for democracy. In the process they show us how teachers can function in the system as it is—the system of valuing anything that can be quantified over everything that can’t—even as they plant seeds for a future that is more vital, more joyous, and more just. In asking these first and fundamental questions of themselves, and then transparently and courageously thinking them through out loud as they discover fresh, dynamic answers, they not only advocate for the power of agency and reflective action in teaching, they show us how it’s done. -- William Ayers, educational theorist, author, and distinguished professor of education and senior university scholar at the University of Illinois at ChicagoIn Agency through Teacher Education, readers have the opportunity to share the experience of teachers and teacher educators recapturing the ideals and the enthusiasm that first brought them to the classroom. The volatile mixture of optimism and deep dissatisfaction that motivates so many of the contributors to this volume gives each chapter an urgency that inspires us to reconnect with one another, to take risks in our classrooms, and to challenge systems of power that place external systems of accountability above teachers’ own agency and empowerment. With examples that integrate clear theoretical foundations with practical exemplars this volume provides important tools for educators, administrators, and community partners who understand that addressing the challenges of education is everyone’s responsibility—demanding that we show the same creativity, determination, and willingness to work together to bring about positive change that is reflected in the projects collected here. -- Mary Brydon-Miller, Ph.D., Director, Action Research Center Associate Professor of Urban Educational Leadership and Educational Foundations University of CI was both heartened and challenged by this book. It offers rich, very readable narratives of empowering practices of a wide range of educators. It is particularly timely and appreciated in an era where the discourse surrounding teaching is often negative and disempowerment of teachers is increasingly common. This book offers an alternative conception of educators as passionate, questioning, professionals refining their practices to improve education from within. It does not gloss over the complexities of this work and in that sense challenges all of us to rethink everyday practices of schooling. What struck me most is that the book reads as a labor of love, crafted by educators committed to a vision of teachers as active contributors to their own learning and the education of the students they serve. -- Kathryn Herr, professor,department chair, Educational Foundations, Montclair State University, NJIn this age of scripted curriculum, teacher accountability, and critiques of schooling, it is refreshing to encounter a book that points to not only potential solutions but also the unrecognized talents and abilities of teachers. Schools of education and teacher educators are key to reforming education - not through mandates,programs and policies - but through the creative, agental, and intellectual capacities of teachers. This book advocates for schools of education and schools to provide spaces where educators can nurture, foster, and sustain reflective practices, as well as community activism, and agency as a means to continued learning for children. Most importantly, the chapter authors provide readers with concrete, practical, and clearly stated strategies that can make a difference. The authors maintain that change is possible and that things that can be done to improve education. The book is filled with examples of teachers and teacher educators claiming agency and spaces for change. These examples explore agency in a range of educational settings highlighting various stages in the careers of teachers - from the experiences of pre-service teachers to the accomplishments of veteran educators who have found ways to nurture teacher agency in their roles as school leaders and teacher educators. Compelling among the arguments presented in this book is the revelation that teachers are educated by colleagues, families, and communities as well as teacher educators in colleges and universities and that knowledge or self, community, and children are key to powerful teaching. Both of these points highlight the active and agental role of educators. As the editors argue, educating children requires that teachers have a “permanent claim on the right to agency” (p. 21) as both a professional and personal obligation. -- Catherine Compton-Lilly, Associate Professor, University of Wisconsin, Author of books such as Reading Families: The Literate Lives of Urban Children and Confronting Racism, Poverty, and Power: Classroom Strategies to Change the WorldThe most striking thing about this book is its overwhelming sense of hope about the future of teaching and teacher education. Agency through Teacher Education does just what it sets out to—it reclaims teacher agency by providing vivid accounts of the work of university teacher educators, school-based teachers, school leaders, parents and community members. The book’s authors are the new generation of teacher educators and leaders, and their ideas bring a breath of fresh air to enduring questions about reflection, activism and leadership. -- Marilyn Cochran-Smith, Cawthorne professor of teacher education for urban schools, Lynch School of Education, Boston CollegeTable of ContentsForward—Annette Digby Preface Acknowledgements Introduction— Kami M. Patrizio, Ryan Flessner, Grant R. Miller, & Julie R. Horwitz SECTION I Section I Introduction – Grant R. Miller & Christie McIntyre Chapter 1 – Teacher Learners’ Oral History Projects: Exploring How Our Communities and Cultural Pasts Shape Us – Megan Blumenreich Chapter 2 – Photovoice as a Critical Reflection Methodology – Julie R. Horwitz Chapter 3 – Supporting Prospective Teachers’ Critical Reflection in Mathematics Teacher Education – Mathew D. Felton & Courtney Koestler Chapter 4 – Teacher Leaders: African American Women Experiencing and Enacting Social Justice – Vonzell Agosto & Zorka Karanxha Section I Commentary – Nancy Gallavan & Angela Webster-Smith SECTION II Section II Introduction – Ryan Flessner & Julie R. Horwitz Chapter 5 – Understanding Community Voices as a Force in Teacher Education – Ryan Flessner & Paula A. Magee Chapter 6 – Enhancing Educator Agency Through the Development of Boundary Spanning Competencies – Michael P. Evans Chapter 7 – Knowledge of Community and Technology as Parallel Tools of Agency in Teacher Preparation – Rashmi Kumar, Christopher G. Pupik Dean, & Nancy Lee Rodenberg Bergey Chapter 8 – Community Engagement as Catalyst for Critical Reflection and Agency Within a Professional Development School Clinical Program – Mary Klehr Section II Commentary – Gregory Michie SECTION III Section III Introduction – Kami M. Patrizio Chapter 9 – Building Administrator as Teacher Educator: Fostering Teacher Agency From Within the System – Laura McDermott Chapter 10 – I Want to Test My Own Unique Ideas”: Tensions in the Teacher Candidate-Cooperating Teacher Relationship – Janet Johnson Chapter 11 – Teacher Shared Leadership for Educating English Learning Students – Katie Brooks Chapter 12 – Systemic Educational Change: Applying Social Network Theory to Lateral Learning Among Principals – Corrie Stone-Johnson & Kristin Kew Section III Commentary – Jim Nolan Chapter 13 – What We Learned about Agency in Teacher Education – Grant R. Miller, Ryan Flessner, Kami M. Patrizio, & Julie R. Horwitz About the Authors Index
£76.50
Rowman & Littlefield Agency through Teacher Education: Reflection,
Book SynopsisAgency through Teacher Education: Reflection, Community, and Learning addresses the ways that agency functions for those involved in twenty-first-century teacher education. This book, commissioned by the Association of Teacher Educators, relies on the voices of teacher education candidates, in-service teachers, school leaders, and university-based educators to illustrate what agency looks like, sounds like, and feels like for people trying to act as agents of change. These examples take the form of narratives, theoretical explorations, formal research studies, and reflective essays. Agency through Teacher Education does not seek to establish one definition for agency, but rather to conceptualize it from three perspectives: reflective practice, community engagement/activism, and organizational learning. The book seeks to explore ways stakeholders in- and outside the classroom become agents of change, as well as the traditional and non-traditional roles played out in teacher education programs across the United States.Trade ReviewWhat makes education in a democracy distinctive? Why is equity in our schools necessary and why are community connections vital? How can teacher-student relationships become more meaningful and powerful? Why is teacher agency and efficacy indispensable in effective classrooms? What constitutes good teaching? These kinds of questions animate every page of this important collection, and they power the efforts of the group of smart and talented educators assembled here. Their collective ambition is to transcend the surface arguments about this or that reform agenda and to illuminate the complexity at the heart of education in and for democracy. In the process they show us how teachers can function in the system as it is—the system of valuing anything that can be quantified over everything that can’t—even as they plant seeds for a future that is more vital, more joyous, and more just. In asking these first and fundamental questions of themselves, and then transparently and courageously thinking them through out loud as they discover fresh, dynamic answers, they not only advocate for the power of agency and reflective action in teaching, they show us how it’s done. -- William Ayers, educational theorist, author, and distinguished professor of education and senior university scholar at the University of Illinois at ChicagoIn Agency through Teacher Education, readers have the opportunity to share the experience of teachers and teacher educators recapturing the ideals and the enthusiasm that first brought them to the classroom. The volatile mixture of optimism and deep dissatisfaction that motivates so many of the contributors to this volume gives each chapter an urgency that inspires us to reconnect with one another, to take risks in our classrooms, and to challenge systems of power that place external systems of accountability above teachers’ own agency and empowerment. With examples that integrate clear theoretical foundations with practical exemplars this volume provides important tools for educators, administrators, and community partners who understand that addressing the challenges of education is everyone’s responsibility—demanding that we show the same creativity, determination, and willingness to work together to bring about positive change that is reflected in the projects collected here. -- Mary Brydon-Miller, Ph.D., Director, Action Research Center Associate Professor of Urban Educational Leadership and Educational Foundations University of CI was both heartened and challenged by this book. It offers rich, very readable narratives of empowering practices of a wide range of educators. It is particularly timely and appreciated in an era where the discourse surrounding teaching is often negative and disempowerment of teachers is increasingly common. This book offers an alternative conception of educators as passionate, questioning, professionals refining their practices to improve education from within. It does not gloss over the complexities of this work and in that sense challenges all of us to rethink everyday practices of schooling. What struck me most is that the book reads as a labor of love, crafted by educators committed to a vision of teachers as active contributors to their own learning and the education of the students they serve. -- Kathryn Herr, professor,department chair, Educational Foundations, Montclair State University, NJIn this age of scripted curriculum, teacher accountability, and critiques of schooling, it is refreshing to encounter a book that points to not only potential solutions but also the unrecognized talents and abilities of teachers. Schools of education and teacher educators are key to reforming education - not through mandates,programs and policies - but through the creative, agental, and intellectual capacities of teachers. This book advocates for schools of education and schools to provide spaces where educators can nurture, foster, and sustain reflective practices, as well as community activism, and agency as a means to continued learning for children. Most importantly, the chapter authors provide readers with concrete, practical, and clearly stated strategies that can make a difference. The authors maintain that change is possible and that things that can be done to improve education. The book is filled with examples of teachers and teacher educators claiming agency and spaces for change. These examples explore agency in a range of educational settings highlighting various stages in the careers of teachers - from the experiences of pre-service teachers to the accomplishments of veteran educators who have found ways to nurture teacher agency in their roles as school leaders and teacher educators. Compelling among the arguments presented in this book is the revelation that teachers are educated by colleagues, families, and communities as well as teacher educators in colleges and universities and that knowledge or self, community, and children are key to powerful teaching. Both of these points highlight the active and agental role of educators. As the editors argue, educating children requires that teachers have a “permanent claim on the right to agency” (p. 21) as both a professional and personal obligation. -- Catherine Compton-Lilly, Associate Professor, University of Wisconsin, Author of books such as Reading Families: The Literate Lives of Urban Children and Confronting Racism, Poverty, and Power: Classroom Strategies to Change the WorldThe most striking thing about this book is its overwhelming sense of hope about the future of teaching and teacher education. Agency through Teacher Education does just what it sets out to—it reclaims teacher agency by providing vivid accounts of the work of university teacher educators, school-based teachers, school leaders, parents and community members. The book’s authors are the new generation of teacher educators and leaders, and their ideas bring a breath of fresh air to enduring questions about reflection, activism and leadership. -- Marilyn Cochran-Smith, Cawthorne professor of teacher education for urban schools, Lynch School of Education, Boston CollegeTable of ContentsForward—Annette Digby Preface Acknowledgements Introduction— Kami M. Patrizio, Ryan Flessner, Grant R. Miller, & Julie R. Horwitz SECTION I Section I Introduction – Grant R. Miller & Christie McIntyre Chapter 1 – Teacher Learners’ Oral History Projects: Exploring How Our Communities and Cultural Pasts Shape Us – Megan Blumenreich Chapter 2 – Photovoice as a Critical Reflection Methodology – Julie R. Horwitz Chapter 3 – Supporting Prospective Teachers’ Critical Reflection in Mathematics Teacher Education – Mathew D. Felton & Courtney Koestler Chapter 4 – Teacher Leaders: African American Women Experiencing and Enacting Social Justice – Vonzell Agosto & Zorka Karanxha Section I Commentary – Nancy Gallavan & Angela Webster-Smith SECTION II Section II Introduction – Ryan Flessner & Julie R. Horwitz Chapter 5 – Understanding Community Voices as a Force in Teacher Education – Ryan Flessner & Paula A. Magee Chapter 6 – Enhancing Educator Agency Through the Development of Boundary Spanning Competencies – Michael P. Evans Chapter 7 – Knowledge of Community and Technology as Parallel Tools of Agency in Teacher Preparation – Rashmi Kumar, Christopher G. Pupik Dean, & Nancy Lee Rodenberg Bergey Chapter 8 – Community Engagement as Catalyst for Critical Reflection and Agency Within a Professional Development School Clinical Program – Mary Klehr Section II Commentary – Gregory Michie SECTION III Section III Introduction – Kami M. Patrizio Chapter 9 – Building Administrator as Teacher Educator: Fostering Teacher Agency From Within the System – Laura McDermott Chapter 10 – I Want to Test My Own Unique Ideas”: Tensions in the Teacher Candidate-Cooperating Teacher Relationship – Janet Johnson Chapter 11 – Teacher Shared Leadership for Educating English Learning Students – Katie Brooks Chapter 12 – Systemic Educational Change: Applying Social Network Theory to Lateral Learning Among Principals – Corrie Stone-Johnson & Kristin Kew Section III Commentary – Jim Nolan Chapter 13 – What We Learned about Agency in Teacher Education – Grant R. Miller, Ryan Flessner, Kami M. Patrizio, & Julie R. Horwitz About the Authors Index
£36.90
Temple Lodge Publishing Practising Destiny: Principles and Processes in
Book SynopsisMore and more people are beginning to realize that education needs to continue throughout life. As individuals and collectively, we face the choice of either staying as we are, or striving constantly to develop. Over decades of seminars and training work, Coenraad van Houten has developed three paths of learning for adults, each involving its own distinct method: Vocational Learning, Destiny Learning and Spiritual Research Learning. Although quite separate, the three paths are closely linked, with each building on the previous one. This book depicts the sevenfold path of Destiny Learning. It is a path that leads through working in groups to a practical knowledge of karma. In addition, the seven professional fields of the adult educator are developed and described as an aid to self-training.
£16.14
Multilingual Matters Narratives of Adult English Learners and
Book SynopsisThis book centralizes the narratives of adult English language learners, teachers, and trainee teachers in the development of a humanistic language pedagogy; their strengths, concerns, and stories inform this practical guide to adult literacy development and English language-culture learning and teaching. The author sets the need to educate the whole person, and to focus on the adult learner’s strengths and assets, against a background of rigorous research and practical experience. This book combines evidence-based pedagogy with a passionate belief in the centrality of the learner and the importance of education and will be invaluable to all those involved in teaching and training related to adult English language learners.Trade ReviewThis book is an important addition to TESOL and adult education. Inspiring and refreshing, the book presents strong theoretical underpinnings, crucial pedagogical examples, and rigorous research. Findings are noteworthy for all interested in ESL communities. The intentional and masterful structure empowers the reader to transfer knowledge to their professional practice. * David Schwarzer, Montclair State University, USA *The brilliance of Larrotta’s book lies in her refusal to accept the theory/practice false dichotomy that continues to guide and shape most ESL textbooks. The book is not only timely, but also challenges all teachers to move beyond the paternalistic skill banking in the teaching of English and embraces adult learners of English with the respect and dignity they deserve. * Donaldo Macedo, University of Massachusetts Boston, USA *Table of ContentsChapter 1. Introduction and Supporting Theories Part I. Students’ Voices Chapter 2. Learning to Enjoy Reading in ESL Chapter 3. ESL Adults Transitioning from Oral Language to Print Chapter 4. Adults Building Confidence Through Family Literacy Chapter 5. Adult ESL Learners’ Motivations Part II. Teachers’ Voices Chapter 6. ESL Instruction Through Religious Organizations Chapter 7. Public Libraries Building Literate Communities Chapter 8. Engaged Scholarship Training Tesol Instructors Chapter 9. Negotiating Adult ESL Curriculum Chapter 10. Conclusion
£23.70
American Society for Training & Development E-Learning Fundamentals: A Practical Guide
Book SynopsisThis ultimate roadmap covers the entire e-learning landscape.Why do we even need e-learning? What is an LMS? How do I write a storyboard? If you’re delving into e-learning and are coming up with more questions than answers, this guide is the high-level overview you’ve been looking for. In this book, e-learning development experts and educators Diane Elkins and Desirée Pinder deliver a comprehensive examination of the e-learning process from the ground up.E-Learning Fundamentals provides the base of knowledge necessary to tackle everything from early concepts of e-learning down to its execution. Throughout, you’ll find vignettes that bring concepts to life as well as checklists and practical tools for designing and developing your first e-learning course.In this book you will: dive into the basics of e-learning design and development explore the e-learning course design and development process—from analysis through evaluation learn to write and storyboard a course, construct test questions, choose media, put the course together, and establish a thorough review process.
£21.59
Harvard Educational Publishing Group The Open System: Redesigning Education and Reigniting Democracy
Book SynopsisA call to action for school and community leaders to reframe educational institutions as open systems that are adaptable and responsive to the needs of students, families, and communities.Landon MascareÑaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy.In The Open System, MascareÑaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing equity, bolstering public trust, and making room for co-creation and co-production driven by community partnerships and family engagement.Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and the Burlington Education Coalition, MascareÑaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking.Trade Review“Despite decades of well-meaning reform efforts, educators remain frustrated that we have not met our promise of better and more equitable outcomes for our students. It is refreshing to read a breakthrough piece that has the potential for dramatic systemic improvement. The book brings hope supported with direction. It is a must-read for education leaders.”—Gene Wilhoit, former executive director, Council of Chief State School Officers, and founder, Center for Innovation in Education“The Open System is a rare combination of concrete, practical strategies on how school systems can much more effectively work together with families and communities to improve policies and outcomes, and ambitious, idealistic arguments for how these strategies can help bolster our democracy.”—Hanseul Kang, assistant dean and Anita and Joshua Bekenstein ’80 B.A. Executive Director, The Broad Center at the Yale School of Management
£31.41
SAGE Publications Inc Making Room for Impact
Book SynopsisDial back and make room for impactWith teacher and leader workloads and burnout at an all-time high, it's time forde-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance.InMaking Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you'll find: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effectiveand how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation workat school, in teaching teams, or at the system level It's time to get our lives backwithout harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we'll have more time for what truly matters.Trade Review"Written by an unbeatable team of authors on how to improve outcomes by decluttering, this book is surely of interest to school leaders and teachers everywhere." -- Michael Barber"Two ideas came me as I was reading this book. The first was that these are such good ideas, I wonder why it has taken so long for them to reach print. The second one is that any book that promises me a means of ‘getting off the hamster wheel’ has to be taken seriously, so much so that I wish this movement to de-implementation had been more fully developed when I was working full-time directing a large-scale education reform project in 50 secondary schools: a recipe for needing de-implementation if ever there was one. I would have benefitted from the processes identified in this book immensely." -- Russell Bishop ONZM"I don’t think I have ever read an educational book quite like this, simply because the focus is not on the latest new thing you should be trying, but a compelling argument on how to become more effective through doing less. By suggesting a range of powerful practical processes through which you can remove, reduce, re-engineer or replace what you do, this book really empowers the reader to be bold. But this is not about taking risks; it is a powerful, evidence-informed guide on how to stop doing what you have always done (much of which we think is mandated from on high when it’s not) if there are better alternatives. As Michael Bungay-Stanier reminds us in his excellent book ‘The Coaching Habit’, one of the key questions we need to ask ourselves is, "if you are saying yes to this, what are you saying no to?" I cannot think of a better companion to have at your side than this unique and well-argued book which has the potential to transform workload, enhance staff well-being, and improve student outcomes. I absolutely loved it!" -- Andy Buck"Hamilton, Hattie, and Wiliam provide a comprehensive guide that will assist busy educators in determining what to stop, start, and continue in their efforts to improve schools. Their model is grounded in research and provides a practical and efficient methodology for de-implementation that is long overdue and needed in education." -- Jenni Donohoo"Educational improvement efforts are plagued by remnants of previous efforts that were also designed to change outcomes. These fragments, or perhaps even entire initiatives, prevent the knowledge we have now from taking hold. Implementation fails because there are too many other things that are not working but haven’t been abandoned. It’s as if we’re at a buffet, with a full plate, and instead of removing some items, we ask for another plate and pile it on. We need to learn how to stop doing things that no longer work and this guide provides a toolkit for accomplishing just that. Before trying to implement a new program or initiative, take stock and figure out what needs to go. Then follow the process outlined in this book to successfully de-implement and remove the clutter so that the good ideas take hold." -- Douglas Fisher"There′s no end to the list of tasks teachers and schools could take on. So where can teachers find the space and time needed to make improvements, adopt better programmes, or simply go home earlier? This admirable book offers the clearest answer I′ve yet seen. The authors offer valuable guidance in why making room for impact matters, how we can pursue it, and precisely what steps we might choose to take. Even more importantly, they offer schools license to work towards doing less and doing differently—not just more and more. The examples of how this can be done, practical and provocative alike, are also helpful. If you′ve ever wished you had more time, or didn′t have to do something, read this book." -- Harry Fletcher-Wood"Making Room for Impact is a magnificent and unique book. It addresses a crucial almost completely neglected topic—how to get rid of or re-constitute things that no longer work! I am sure the reader has heard the lament that the old ‘grammar of school’ continues to plague all efforts of reform. What reformers have traditionally done is to criticize the old way, try to implement the new only to find that they have failed time and again. How about: systematically getting rid of the old as you pave the way for the new. This book furnishes a roadmap to do just that. With fantastic graphics— a transformer′s dream tool box— Making Room for Impact systematically guides us through nine ways to identify, unravel, and rid the organization of distractors as you mobilize the forces for new action. The reader learns to Discover, Decide, De-Implement, and Re-Decide, ending up with less work in total, and more powerful impact. This is a gem of a book for the action-oriented who want to affect both the small and big picture for the better." -- Michael Fullan"Skilled mountaineers know that to reach the summit, you carry only what you need. Carrying more diminishes your chances of success and threatens your survival. In this book, Arran, John, and Dylan provide the practical guidance that school leaders so desperately need to lighten their packs, improve their efficiency of impact, and succeed in reaching the summit of helping all students learn." -- Thomas R. Guskey"Kurt Vonnegut′s immortal ′Cat′s Cradle′ featured the Bokonist mantra ′busy, busy, busy.′ I′ve often thought the phrase works all too well as a description of schooling, where the mandatory and routine squeeze out the good. In Making Room for Impact, instead of giving school leaders yet another to-do list, the authors instead offer much-needed but far-too-rare guidance on how to focus in on what matters most and carefully de-implement the rest." -- Frederick M. Hess"Unbearable workloads are a chief reason given for the teacher shortage experienced in many countries. Often teachers are exhorted to ‘work smarter, not harder’, but they rarely receive advice about how to do this. This new book, from a team of highly regarded educators and researchers, is unique in that it provides guidance on both the ‘what’ and the ‘how’. It offers a process, based on principles, for removing, reducing, re-engineering, or replacing existing practices in order to concentrate on those practices likely to have most positive impact in terms of learning outcomes. The authors draw on extensive research from the fields of education, medicine, business, and across the English-speaking world. However, the book wears its learning lightly: It is very readable, has a strong sense of an audience of educators, and is structured in such a way that the key themes are reprised for practitioners who are likely to dip into different chapters as the need arises. It should be read by teachers, school leaders, and teacher educators, but also by policymakers who often promote innovations with insufficient attention to value or consequences." -- Mary James"De-implementation, or the science and art of removing, reducing, re-engineering, or replacing existing practices, is a novel concept in education, but a very important one in a world in which the limits in constantly adding more to the workload of teachers and leaders are ever more apparent. In Making Room for Impact, an international dream-team of education researchers, Hamilton, Hattie, and William, have written a practical and user-friendly guide to exactly how we can go about de-implementing in our schools so we can make room not just for a better work-life balance, but also for better results for our students." -- Daniel Muijs"This is a fascinating and compelling read from some of our most influential education specialists. The central purpose is to provide an evaluative framework for educators to use in determining areas of professional workload that take up considerable time without directly improving student outcomes. The process of de-implementing is explored in detail, advice about areas that might be contributing to workload are suggested, but ultimately, we are offered a powerful manual for change. The idea that more is better is challenged. The notion that much of what goes on in schools may be led by busy-ness or even ′fake work′ is set against a review process that privileges effectiveness and impact on learning. These arguments need to be rehearsed both within and beyond schools, optimizing teachers′ time and core skills to achieve the greatest benefit for our students. Persuasively, global data shows that some systems appear to be doing less whilst achieving more—a lesson for us all." -- Alison Peacock"In this profoundly important book, Hamilton, Hattie, and Wiliam reveal why so many well-intentioned educational reforms fail and, more importantly, what we can do about it. Before you start your next initiative, take the authors’ words to heart and de-implement first. With practical step-by-step advice, the process guides educators and leaders through the essential steps to declutter their agendas and focus on the essentials. The impressive evidence in these pages makes clear that the fragmentation associated with an abundance of initiatives is the enemy of learning. Yet it is astonishingly difficult to avoid the sunk cost fallacy—fearing that we cannot de-implement projects in which we have invested time, money, and political capital. No matter how promising the new initiative, it will fail unless you either buy a 36-hour day or follow the advice in this book." -- Douglas Reeves"One of the secrets of the highest-performing education systems is that they pursue fewer things at greater depth and avoid the mile-wide-inch deep implementation culture that often prevails elsewhere. But taking things away tends to be much harder in education than adding new things. Making Room for Impact shows it can be done and provides the research, tools, and guidance to make it happen." -- Andreas Schleicher"Making Room for Impact is a refreshingly original, timely, and beautifully crafted book. I′m certain the brilliantly conceived toolkit will energize educators around the world, empowering them to make the changes they need in order to take their schools forward by breaking the cycle of forever doing more and more and more. The de-implementation model combines a rigorous and systematic conceptual framework, intellectually satisfying in its clarity and logic, with a grounded pragmatism rooted in the wisdom you only gain by spending a lot of time around busy teachers and leaders in the manic world of education. Having personally experienced the struggles of running a complex school with an overloaded agenda, the ideas set out here resonate completely. It goes far beyond a simplistic ′less is more′ mantra, providing an extremely thorough, practical guide that will help countless educators to regain balance, and get back on track, focusing their energies on the things that make the most difference." -- Tom Sherrington"I cannot praise Making Room for Impact too highly. It took me 18 years as a headteacher to realize that the fewer things I asked colleagues to do, the better our school became. If you read this book—the follow up to Building to Impact—you won’t have to spend 18 years learning how and why to de-implement. The thing is, we can only use each hour of our lives once. That is why opportunity cost is the most important concept in the wider lives of people working in schools. In Making Room for Impact you’ll find a step-by-step guide to creating the time and space for developing high quality teaching and learning by stopping doing things that don’t have enough impact on our pupils’ academic progress. This book will show you how to stop headteachers writing school improvement plans with 15 priorities, how to stop deputy headteachers discussing meaningless progress data which everyone knows is meaningless, and how to stop teachers doing marking which has no impact upon learning. We need to focus more intently upon improving the quality of teaching and learning if we are going to improve the quality of provision for our pupils. This book shows you how. What’s more, if we could persuade our CEOs, governing bodies, Trust boards, local authorities, and policymakers to heed the advice so clearly articulated by Hamilton, Hattie and Wiliam, we may just re-establish teaching as a joyous profession where colleagues are able to meet the challenges of the job and avoid burnout, and by doing so solve the teacher-recruitment crisis. Making Room for Impact is THE book for our times—everyone interested in the future of our schools should read it!" -- John Tomsett"This book is brilliant. Every educator recognizes that we sometimes try something new and it doesn′t work out...and every educator recognizes that stopping is not always easy! This book takes you, step by step, through the process of identifying a target for de-implementation, choosing a strategy, and implementing it. This book will be invaluable for administrators!" -- Daniel T. Willingham"Schools are crowded with many unnecessary and fruitless policies and practices. School leaders, teachers, and students are all overworked with futile reforms and innovations, mandatory requirements, and unproductive tasks. Schools must do less! In Making Room for Impact, Arran Hamilton, John Hattie, and Dylan Wiliam make compelling arguments for doing less and provide excellent guidance for schools to do less. This is a great read for educators!" -- Yong ZhaoTable of ContentsForeword by Dr. Lyn Sharatt Part 1: The Big Picture Chapter 1: Why We Need to De-Implement (and Why it’s Hard) Chapter 2: Room for Impact: The Helicopter Overview Part 2: Discover Stage Chapter 3: Permit Chapter 4: Prospect Chapter 5: Postulate Part 3: Decide Stage Chapter 6: Propose Chapter 7: Prepare Chapter 8: Picture Part 4: De-Implement Stage Chapter 9: Proceed Part 5: Re-Decide Stage Chapter 10: aPpraise Chapter 11: Propel Conclusion
£30.39
Bristol University Press Community Work
Book SynopsisThis highly accessible guide equips community work and related professionals and students to make the best use of theory in their work. Linking contemporary theory and practice, the book guides the reader through such diverse areas as young people, adult learning, health, social media and leadership in community work.Table of ContentsIntroduction – Karen McArdle, Sue Briggs, Ed Garrett and Kirsty Forrester 1. Professional Learning – Sue Briggs and Karen McArdle 2. Social Justice – Karen McArdle 3. Equality and Inclusion – Kirsty Forrester and Karen McArdle 4. Impact, Change and Making a Difference – Karen McArdle 5. Participation – Karen McArdle 6. Working With Communities – Karen McArdle 7. Community Engagement – Ed Garrett and Karen McArdle 8. Networking and Partnership – Kirsty Forrester 9. Health and Well-being – Ed Garrett and Karen McArdle 10. Youth Work – Kirsty Forrester and Karen McArdle 11. Adult Learning – Kirsty Forrester 12. Employability – Kirsty Forrester 13. The Environment – Ed Garrett and Karen McArdle 14. Community Arts – Sue Briggs and Karen McArdle 15. Digital Community Work – Kirsty Forester 16. Community Research – Karen McArdle 17. Leadership in Community Work – Kirsty Forrester and Sue Briggs Conclusion and Celebration – Karen McArdle, Sue Briggs, Ed Garrett and Kirsty Forrester
£26.09
Trotman Indigo Publishing Limited The Careers Leader Handbook: How to Create an
Book SynopsisThe importance of delivering good careers education and guidance in schools and colleges has never been greater. Statutory guidance sets out the requirement for every school to have a named careers leader. They are expected to lead, manage and co-ordinate the school’s careers programme, across all eight Gatsby Benchmarks. This is a big job and it is often one that people will begin with little training or experience. Drawing on over 30 years’ experience of careers work, David Andrews and Tristram Hooley provide you with everything that you need to know to lead effectively and develop your role and expertise. Updated throughout to reflect changes in policy and education, the second edition continues to offer practical advice and ideas for planning, developing and maintaining an excellent careers programme. Highlighting the latest resources and support available, it also gives you plentiful tools – both in the book and in additional online materials - to help you become an outstanding careers leader. Whether you are already a careers leader, about to become one, or are involved in the training of future careers leaders, this is the book for you!Trade ReviewMany books are described as 'indispensable', but this is exactly that....This book helps the careers leader to bring together good practice and produce a vision, answering questions such as where to start, how to embed Gatsby benchmarks, who to work with and how to grow provision. The online materials are a bonus and make the job more manageable. A truly useful and inspirational book, written by experts and a 'must have' for all careers leaders. -- Sue Holly * Careers Guidance Practitioner, EBP South *Table of ContentsSection 1: Introduction Section 2: Delivering an outstanding careers programme Section 3: The role of the careers leader Section 4: Ensuring continuous improvement Section 5: Final thoughts
£28.49
Princeton University Press You Are What You Read
Book Synopsis"Robert DiYanni's You Are What You Read is a guide for readers that seeks to restore the pleasures of reading lost in the digital age (and accounted for most eloquently by Sven Birkerts in The Gutenberg Elegies)"--Trade Review"A Choice Outstanding Academic Title of the Year"
£18.00
White Mule Press How to Build a Small Brewery
£15.14
Taylor & Francis The Handbook of Adult and Continuing Education
Book SynopsisCo-published with Colleges and universities are increasingly becoming significant sites for adult education scholarshipâin large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract âœnon-traditionalâ (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe
£41.79
McGraw-Hill Companies Common Core Achieve GED Exercise Book Reading and
Book Synopsis
£30.70
McGraw-Hill Companies Common Core Achieve GED Exercise Book Mathematics
Book Synopsis
£31.17
McGraw-Hill Education - Europe Common Core Achieve GED Exercise Book Science
Book SynopsisCommon Core Achieve is a groundbreaking blended test-prep program that helps adult learners prepare for high school equivalency exams more quickly and retain more of what they learn. It is aligned to College and Career Readiness Standards for Adult Education and built upon the new standards and assessment targets for the 2014 GED Test, TASCâ test, and HiSETâ Exam. Contextualized skill instruction engages learners while preparing them for test success, postsecondary credentials or certification programs, and family-sustaining careers.Includes 1 copy of the Common Core Achieve GED Science Exercise Book.
£30.23
McGraw-Hill Education - Europe Foundations Writing Revised Ed Skills Workbook
Book Synopsis
£11.08
McGraw-Hill Education - Europe Achieving Tabe Success in Reading Level D
Book Synopsis
£28.70
McGraw-Hill Education - Europe Achieving Tabe Success in Reading Level D Reader
Book Synopsis
£23.95
Tellwell Talent The Infamy That Is War 191419
Book Synopsis
£16.00
University of Texas Press Anays Will to Learn A Womans Education in the
Book SynopsisThis ethnographic case study provides a personal view of a maquiladora worker’s struggles with factory labor conditions, poverty, and violence as she journeys toward education, financial opportunity, and, ultimately, empowerment.Table of Contents Acknowledgments Introduction Chapter 1: Meeting Anay Chapter 2: Childhood in Southern Mexico Chapter 3: Rural School in Southern Mexico Chapter 4: Ofelia and the Move to Ciudad Juárez Chapter 5: School in Ciudad Juárez Chapter 6: Maquiladoras and Violence Chapter 7: Leaving Ciudad Juárez Chapter 8: The Missionary and the Beauty School Epilogue Notes Works Cited Index
£40.50
University of Texas Press Anays Will to Learn
Book SynopsisThis ethnographic case study provides a personal view of a maquiladora worker’s struggles with factory labor conditions, poverty, and violence as she journeys toward education, financial opportunity, and, ultimately, empowerment.Table of Contents Acknowledgments Introduction Chapter 1: Meeting Anay Chapter 2: Childhood in Southern Mexico Chapter 3: Rural School in Southern Mexico Chapter 4: Ofelia and the Move to Ciudad Juárez Chapter 5: School in Ciudad Juárez Chapter 6: Maquiladoras and Violence Chapter 7: Leaving Ciudad Juárez Chapter 8: The Missionary and the Beauty School Epilogue Notes Works Cited Index
£15.19
Open University Press Using Experience For Learning
Book SynopsisWhat are the key ideas that underpin learning from experience? How do we learn from experience? How does context and purpose influence learning? How does experience impact on individual and group learning? How can we help others to learn from their experience? "Using Experience for Learning" reflects current interest in the importance of experience in informal and formal learning, whether it be applied for course credit, new forms of learning in the workplace, or acknowledging autonomous learning outside educational institutions. It also emphasizes the role of personal experience in learning: ideas are not separate from experience; relationships and personal interests impact on learning; and emotions have a vital part to play in intellectual learning. All the contributors write themselves into their chapters, giving an autobiographical account of how their experiences have influenced their learning and what has led them to their current views and practice. "Using ExperiTable of ContentsUnderstanding learning from experiencethrough the lens of learning - how the visceral experience of learning reframes teachingputting the heart back into learningactivating internal processes in experiential learningon becoming a maker of teachersbarriers to reflection on experienceunlearning through experienceexperiential learning at a distancelearning from experience in mathematicshow the T-group changed my life - sociological perspectives on experiential groupworkliving the learning - internalizing our model of group learningexperiential learning and social transformation for a post-apartheid learning futureexperiential learning or learning from experience - does it make a difference?
£33.29
Open University Press Adult Learning in Groups
Book SynopsisGroup learning plays a central role in contemporary education and training. Studying collaboratively has been shown to directly enhance student learning, as well as being valued as a 'key skill'.This handbook covers the essential elements of groupwork in adult and post-compulsory education, in an accessible and practical format. It discusses the principles underpinning groupwork, looking at origins and developments in the field, and delves into the technical aspects of group development and the dynamics involved in working groups, drawing on key theoretical perspectives and embedding them in adult education. The chapters promote participative learning through dialogue, discussion and creative activities. With over twenty years real experience of groupwork, the author provides: A set of flexible resources that you can adapt and develop for your own learning environments A series of activities and exercises which can be linked into the stages of group development Table of ContentsChapter 1 Roadmap of Adult Learning in GroupsChapter 2 Wider contexts of Groupwork.Chapter 3Wider Contexts of Learning as AdultsChapter 4Critical Adult Learning in GroupsChapter 5Characteristics of Learning GroupsChapter 6Development in Learning GroupsChapter 7Facilitation Qualities Chapter 8Designing learning programmes for adults learning in groups Chapter 9Activities and ExercisesBibliographyGlossaryIndex
£24.69
Taylor & Francis Ltd (Sales) Psychology and Adult Learning The Role of Theory
Book SynopsisThe fourth edition of Psychology and Adult Learning has been thoroughly updated to encompass shifts in the concerns of adult educators as they respond to changing global social and economic issues. It examines the role of psychology in informing adult education practice and explores the seminal traditions of key psychological theories as well as discussing issues and problems in applying them to an understanding of adult learning and development.Providing a thoughtful and accessible approach to understanding self and personal change in adult education, and with a new emphasis on diversity, this new edition has been revised and updated in light of the impact of globalising processes, the emphasis on diversity among educators, developments in cognitive neuroscience, the impact of social media, and the theoretical move away from âgrand theoryâ. It examines the formation of identities, and places increased emphasis on how a conception of selfhood lies at the heart of teaching adults. Considering adult learning in a variety of contexts, topics covered include:â Humanistic psychology â Selfhood in the adult yearsâ The relevance of neuroscienceâ Adult intelligence and cognitionâ Behaviourismâ Group learningâ Transformative learningPsychology and Adult Learning examines the psychological dimension of adult education work by analysing and critiquing key psychological theories that have informed our understanding. It is essential reading for all those who seek a critical account of how psychology informs contemporary adult education theory and practice. Table of ContentsList of illustrations; Preface; 1. Introduction; 2. The self-directed learner and humanistic psychology; 3. The psychoanalytic approach; 4. The life history of the self; 5. Cognitive neuroscience; 6. Understanding adult intelligence and cognition: the role of experience; 7. Behaviourism; 8. Group learning; 9. Transformative learning; 10. Towards a critical understanding of practice; Index
£28.49
Taylor & Francis The Lecturers Toolkit
Book SynopsisThe fifth edition of The Lecturerâs Toolkit addresses the needs and aspirations of all lecturers teaching in tertiary education. With a focus on practical, implementable strategies to enhance learning experiences and ensure best practice, it covers all of the need-to-know information crucial to teaching success. Pinpointing aspects of teaching excellence, the challenges and stresses of teaching and adapted to cover digital and online learning as well as face-to-face contexts, this new edition covers: designing and using learning outcomes face-to-face, online and peer dialogues using web extracts, video-clips, phones, tablets and social media in large group teaching how online learning relates to the larger contexts of lectures and MOOCs cheating, plagiarism, essay mills and online assessment how particular aspects fit into the bigger picture of a module/courseTrade ReviewIt is always Phil Race’s pragmatic advice that I hear whenever I’m with students – particularly when things get tricky – and it’s never let me down. This fifth edition of The Lecturer’s Toolkit is truly the complete resource for anyone working with students in higher education – for those just starting out in their teaching career, for those looking to enrich their students’ experiences (and their own!), and for those shaping and leading learning and teaching in universities and across the sector. I have one book on my desk – and this is it. Professor Ruth Pickford, NTF, Director of Learning and Teaching, Leeds Beckett University, UK Professor Race captures what’s needed most by busy teaching staff under enormous pressure as we head to the 2020s: opportunities to consider what makes engaged learning more likely, and prompts to ‘pause for thought’ as to what might work best with your students in your discipline. As important, this toolkit prompts you to manage your own wellbeing. When so much around us is changing, this book is like having a wise and calming mentor at your elbow. Beverley Oliver, Professor Emerita and former Deputy Vice-Chancellor, Deakin University, Australia Phil Race has succeeded in preparing the essential handbook for contemporary higher education professionals. He has reimagined the contents for a post-digital era in which online is just another tool in our kit. Every chapter is informed by the very latest pedagogical research but presented in the accessible style of a practitioner who practises what he teaches and cares deeply how we assess. Simon J. Lancaster, NTF, University of East Anglia, UK If you are just starting out in teaching – read this book! If you are a seasoned professional – read this book! If, like me, you benefited from previous editions – read this book! A lot has changed in the 5 years since the 4th edition and Phil has masterfully incorporated new research-based evidence focused on what matters: students, learning, and development. Nick Curtis, Director of Assessment at Marquette University, Wisconsin, USA. The Lecturer’s Toolkit is a ‘must’ for all those teaching in higher education. It offers sage advice on the enhancement of teaching and deals pragmatically with many complex challenges. The updated version of this seminal text signposts a wealth of new thinking and current research. Phil Race’s inspirational tone will undoubtedly energise all who read it. Lydia Arnold, NTF, Educational Developer and Principal Lecturer, Harper Adams University, UK Phil Race is unquestionably a rock star in the community of post secondary education, he is one of the giants in teaching and learning. Having Race’s Toolkit is akin to carrying a talisman – with this in your back pocket or on your shelf, how can you possibly fail as a lecturer, new or seasoned, confident or suffering from imposter syndrome? He distills half a century of experience into easily digested prose, replete with compassion, wisdom and a healthy dollop of common sense. No instructor should be without ‘The Lecturer’s Toolkit’. Celia Popovic, Associate Professor, York University, Canada An iconic voice and expert educator who never loses sight of the student, Phil understands deeply the pressures we are encountering now and his empathy throughout his work is palpable. As always, Phil is on top of it all, presenting us with another excellent teaching and learning enhancement resource that is practical, useful and accessible. Marese Bermingham, Head, The Student Engagement Office and Teaching and Learning Unit, Cork Institute of Technology, Cork, Ireland Professor Phil Race’s Lecturer’s Toolkit is a classic. This fresh edition provides a plethora of new gems, wisdoms and practical tips, that will be of value for anybody new and more experienced teaching and/or supporting students’ learning in higher education. It is a call for action and interaction, one we can’t afford to miss! Dr Chrissi Nerantzi, NTF, Principal Lecturer in Academic CPD, University Teaching Academy, Manchester Metropolitan University, UK Phil Race continuously re-invents the teaching profession with inspiring, new and fresh suggestions on how to promote effective pedagogical practice in Higher Education. This is not just a toolkit about excellent teaching, but also a fantastic professional development guide. Fabio Aricò, NTF, Associate Professor in Economics and National Teaching Fellow, University of East Anglia, UK. When I stumbled into academia, almost twenty years ago, the Lecturer’s Toolkit was the most thumbed book on my office shelf. Whether you are an early career lecturer or an ‘old hand’ working in educational development like me, this book offers practical guidance on navigating the complex world of learning, teaching and assessment as well as giving practical guidance on thinking about your own well-being. Simon Thomson, NTF, Director, Centre for Innovation in Education, University of Liverpool, UK Table of ContentsPreface; Chapter 1 How students really learn; Chapter 2 Designing assessment; Chapter 3 Feedback dialogues; Chapter 4 Large group teaching; Chapter 5 Making small-group teaching work; Chapter 6 Looking after yourself; Chapter 7 Onwards and upwards; References
£42.99
Taylor & Francis Ltd (Sales) Needs Assessment for Learning and Performance
Book SynopsisNeeds Assessment for Learning and Performance offers comprehensive coverage of the knowledge and skills needed to develop and conduct needs assessments and to analyze, interpret, and communicate results to clients and organizations. Though critical to planning any performance improvement system, needs assessments can feel abstract and vague to students who have not yet managed the process in a professional setting. This first-of-its-kind textbook uses a variety of real-world examples to connect major theories and models to effective principles for practice. Each chapter offers guiding questions, key terms and concepts, recommended readings, and case studies illustrating how needs assessment training can be applied. Graduate students and researchers of instructional design, human resources, performance improvement, program evaluation, and other programs will find this volume relevant to a range of academic and organizational contexts.Table of Contents1. The Practitioner’s Role in Needs Assessment; 2. Needs Assessment Basics: Understanding the Process; 3. Needs Theory; 4. Understanding the System; 5. Contextual Analysis; 6. Needs Assessment Models and Processes; 7. Project Management as it Relates to Needs Assessment; 8. Data Collection Tools and Techniques; 9. Making Sense of Your Data; 10. Decision-Making During Needs Assessment ; 11. Prioritizing Needs; 12. Aligning Instructional and Non-instructional Solutions; 13. Enacting Change; 14. Embracing Design Thinking to Manage Project Constraints
£37.99
Taylor & Francis Ltd (Sales) Study Skills for Foundation Degrees
Book SynopsisStudy Skills for Foundation Degrees offers a step-by-step guide to the skills needed to successfully complete a Foundation Degree. Filled with activities and useful tips, it will help students to move from nervous novice to confident expert and provide them with the necessary tools to accomplish this. Table of Contents1. Preparing for Foundation Degree Study 2. Learning as an Adult 3. Effective Reading and Note-taking Strategies 4. Developing your Oral Presentation Skills 5. Data Collection and Presentation 6. Effective Academic Writing Techniques - Essays 7. Effective Academic Writing Techniques – Other Types of Assignments 8. Referencing and Avoiding Plagiarism 9. Using Technology to Enhance your Learning 10. How to manage your time, handle stress and cope with exams 11. Reflective Practice and Continuing Professional Development 12. Progressing to an Honours Degree and Producing a Winning CV
£16.99
Taylor & Francis Ltd Soundabout Life Music Resources for Young Adults
Book SynopsisThis innovative resource sets out simple, everyday activities that use music and sound to enrich the lives of young adults with profound and multiple learning disabilities. Each colourful card presents ideas that parents and others can do with the young person in their care, at home and when out and about. Activities are based on the Sounds of Intent framework of musical development www.soundsofintent.org and structured to promote an evolving sense of self, engagement with others, and an awareness of the wider world. A QR code on each card connects to specially created audio and visual materials that can be found on the Soundabout website soundaboutfamily.org.uk Features that make this an essential resource include: 48 cards that set out over 200 activities involving sound and music in an accessible way, with no special skills or knowledge needed Access to audio files, the pioneering Soundabout Music Tracks', that make music truly accessible to peTable of ContentsIntroduction to activities using sound and music with young children with profound disabilities Cards 1-4 Cards 5-8 Cards 9-12 Cards 13-16 Cards 17-20 Cards 21-24 Cards 25-28 Cards 29-32 Cards 33-36 Cards 37-40 Level 4 Cards 41-44 Cards 45-48
£30.31
Taylor & Francis Ltd Designing Personalized Learning Experiences
Book SynopsisDesigning Personalized Learning Experiences offers theoretically grounded and pragmatic approaches to designing personalized learning initiatives for higher education and organizational contexts. With current research concluding that a multitude of variables can enable learners to direct their own experiences and achieve their goals, new guidance is needed to hone the range of instructional approaches, activities, and interactions available to support adult learners. This book offers practical strategies on how to design and implement effective personalized learning interventions, advance learning and engagement, encourage ownership over the learning process, and decrease attrition.Professionals in instructional design, learning and development, organizational development, consultancies, and beyond will be emboldened by the work to leverage a mix of technology-enabled social and content interactions.Table of Contents1. The History of Personalized Learning 2. Approaches to Personalized Learning 3. Designing Personalized Learning Experiences Using the PL Interaction Framework (PLiF) 4. Designing for Learner–Content Interaction 5. Designing for Learner–Learner Interaction 6. Designing for Learner–Small Group Interaction 7. Designing for Learner–Mentor, Coach, or AI Interaction 8. Designing for Learner–Social Network Interaction 9. Evaluating Personalized Learning Designs 10. Empowering Learners to Engage in Personalized Learning Experiences
£33.24
Taylor & Francis Ltd Supporting the Workplace Learning of Vocational
Book SynopsisSupporting the Workplace Learning of Vocational and Further Education Teachers is written to help people understand the arrangements in a workplace that enable and constrain teacher learning and then to do something about it. It provides an accessible, research based, and practical guide to making changes in the workplace to enable teacher learning. The book illustrates approaches to supporting workplace learning through the extensive use of vignettes from real teachers and real teaching workplaces. With a focus on mentoring as an important component of teacher learning, it introduces the concept of a trellis of practices together with approaches for developing arrangements in the workplace that support teacher learning. It also examines the spaces between the personal and the professional and how these can become Communicative Learning Spaces where professional learning occurs. The strategies and ideas provided in this book can be implemented at a whole-of-oTrade Review"If only this book had been around when I began my TAFE career, and especially when I was managing a team of both experienced and new teachers. Its theoretical underpinnings, supportive ‘nuts and bolts’ suggestions, and the vignettes telling stories from a wide range of practitioners and work sites, keep it very real. It also has one of the best concluding chapters I have read in a nonfiction book, in that it provides an overall moral and ethical framework which will inspire action."Denise Newton, former TAFE practitioner and leader"This book provides a solid foundation for those seeking to support teacher learning. I found it a delight to read: it flows well, is easy to understand, and provides a multi-faceted approach by addressing the ideas in a range of ways including through teacher stories, an overview of relevant research, and discussion of possible strategies. I particularly like the way the author 'speaks' to the reader. As I was reading, I found myself planning how to put the ideas and strategies in place in my own context."Tracey Dodimead, VET teacher, manager and leader of teacher learningTable of Contents1. Teacher learning in the workplace 2. Vocational and Further Education teacher vignettes 3. Teachers learning how to go on 4. Workplace arrangements that enable and constrain teacher learning 5. A trellis of practices that support learning: More than mentoring 6. Mentoring 7. Learning in in-between spaces: Creating communicative learning spaces 8. Leading learning: Building a trellis of practices to support professional learning 9. So what, now what: Where to from here?
£30.39
Taylor & Francis Ltd Personal Social Academic and Career Development
Book SynopsisThis book is about SOARing to Success: a pedagogy that engages individuals in a structured and supported process of personalised learning, leading to the development of transferable career management and employability skills. The SOAR model (as it has come to be known and used) provides tried and tested ways for educators to implement Personal Development Planning (PDP), Career Development Learning (CDL) and employability agendas. The theoretical concepts and practical activities that are interpreted and integrated within SOAR require all learners to make meaningful dynamic connections within and between Self, Opportunity, Aspirations and Results, through inbuilt requirements for self-reflection, action and interaction, research, analysis and synthesis.Especially relevant for regeneration in the post-pandemic world, this fully updated edition emphasises and addresses the needs to: focusTrade ReviewPraise for the First Edition "This book addresses a key and continuing need: how we support the transition from student to graduate, and lay the foundations for sustainable employability and a fulfilling life in an increasingly competitive world. Arti's book delivers both understanding and practical 'tools' for enabling the shift our students need to make."-Rob Ward, Director, the Centre for Recording Achievement "I found Arti Kumar's book stimulating and refreshing and believe the model would have enabled me to adapt my own teaching in ways that would have greatly enriched my students' learning. I recommend this book to all academics. The tool will certainly make you reflect on your teaching and foster a foundation for lifelong learning in your students."-Michael Pittilo, Principal and Vice-Chancellor of The Robert Gordon University Table of ContentsPART 1: A theoretical and practical approach: integrating and enabling personal, social, academic and career development 1. Introduction: key concepts and aims driving the evolution of SOAR 2. Realizing the potential of SOAR: essential principles of pedagogy 3. Module examples and assessment regimes PART 2: ‘Self’ in the SOAR process: building a MAP for the journey through life 4. Building a ‘Self-MAP’: Who am I? 5. Motivation in the Self-MAP: What are my values, interests and priorities? 6. Ability in the Self-MAP: Which am I capable of achieving? 7. Personality in the Self-MAP: How do I interact with others and with my environment? PART 3: ‘Opportunity’ in the SOAR process 8. Researching and engaging with ‘Opportunity’ 9. Understanding, adapting and creating the changing world PART 4: ‘Aspirations’ in the SOAR process 10. Aspirations: making decisions, solving problems, setting goals and making plans to implement aspirations PART 5 ‘Results’ in the SOAR process 11. Demonstrating results: enhancing competencies for transition beyond HE 12. Evaluating results: learning from feedback and assessing achievements
£30.39
Taylor & Francis Learning to Teach Psychology in the Secondary
Book SynopsisLearning to Teach Psychology in the Secondary School offers a comprehensive and accessible introduction to the teaching and learning of psychology. Written for trainee teachers and those new to teaching psychology, it will help you to develop your subject knowledge and gain a deeper understanding of the purpose and potential of psychology within the secondary curriculum as well as support the practical skills needed to plan, teach, and evaluate stimulating and creative lessons.Drawing on theory and the latest research, the text demonstrates how key pedagogical issues link to classroom practice and encourages you to reflect on your own learning and practice to maximise student learning. Written by experts in the field and featuring useful resources, summaries of key points and a range of tasks enabling you to put learning into practice in the classroom, the chapters cover: Using psychology to teach psychology Teaching specific areas of psychology<Table of ContentsIntroduction 1. Becoming a psychology teacher 2. Using psychology to teach psychology 3. Teaching areas of psychology 4. Teaching research methods 5. Ethics in psychology teaching 6. Teaching skills of evaluation and analysis in psychology 7. Teaching skills of application 8. Developing psychologically literate students 9. Learning to assess psychology and give students meaningful feedback 10. Inclusion in teaching psychology 11. Using technology in psychology teaching 12. Future directions and professional development 13. Reflections and future directions
£30.39
