Education / Educational sciences / Pedagogy Books

Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Covering a range of different sports including basketball, hockey, football, tag rugby, tennis, gymnastics, cricket and athletics for KS1 and KS2, Teaching Primary PE encompasses a complete teaching framework for planning and delivering effective lessons. With helpful summaries and key teaching points, this book also includes notes on differentiation and progression to suit all ages and ability levels. Each activity is aligned with National Curriculum requirements for attainment tracking. Each lesson is broken down into lesson objectives, warm-ups, main lesson, match play, cool down and plenary. This must-have resource will equip any primary teacher to tackle PE lessons with confidence!Trade ReviewThe author is highly qualified in his field, so you can be sure these lessons will be effective… The lesson plans are clear and include cross- curricular links and differentiation. An excellent resource. * Parents in Touch *... equips non-specialists to confidently deliver engaging lessons. * Teach Primary *I'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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Book SynopsisGlenda R. Carpio argues that we need a new paradigm for migrant fiction. She shows how contemporary authors expose the historical legacies and political injustices that produce forced migration.Trade ReviewGlenda R. Carpio’s superb book reframes our understanding of migration by highlighting the aesthetic strategies that authors like Julia Otsuka, Teju Cole, and Valeria Luiselli use to push readers away from empathy and toward understanding. In transcendent prose, Carpio illustrates how they frustrate readers’ desires for assimilation while revealing how we are all implicated in the economic, political, and ideological forces that create this global phenomenon. -- Paula M. L. Moya, author of The Social Imperative: Race, Close Reading, and Contemporary Literary CriticismMigrant Aesthetics makes a powerful intervention into contemporary thinking about the global migration crisis. From her opening analysis of stories by Franz Kafka and Dinaw Mengestu to her closing account of Karla Cornejo Villavicencio's Undocumented Americans, Carpio uses insightful close reading and contextual analysis to develop the idea of migrant aesthetics, a set of formal strategies that contemporary authors use to enable readers not simply to empathize with the plights of migrants but also to think critically about texts that portray migration and the discourses that surround them. This book is vital reading for anyone interested in either migration studies or contemporary world literature. -- Cyrus R. K. Patell, author of Emergent U.S. Literatures: From Multiculturalism to Cosmopolitanism in the Late Twentieth CenturyMigrant Aesthetics is a manifesto for contemporary writers, revealing what comes after assimilation and multiculturalism. As Carpio shows, writers now both embrace and confront their readers with indirection, understatement, and multiple perspectives. Deeply indebted to the literary tradition from Kafka to Nabokov and Sebald, their works challenge the teleological program of individual, empathy-craving storytelling that Aleksandar Hemon calls migration literature’s überplot. They urge a new understanding of such collective experiences as ‘carceral migration’ in the global contexts of empires and thus also develop an ethics of migration. -- Werner Sollors, author of Ethnic ModernismThe author’s trenchant takes shed new light on critically acclaimed works of literature and illuminate the concerns and aesthetic techniques they share. It’s a penetrating assessment of the American immigrant literature canon. * Publishers Weekly *Table of ContentsAcknowledgmentsIntroduction: Migrant Aesthetics1. Migrant Anonymity: Strategic Opacity in Dinaw Mengestu and Teju Cole2. Migrant Refraction: Aleksandar Hemon’s Anti-Autobiography3. Migrant Solidarity: Valeria Luiselli’s Echo Canyon4. Carceral Migration: Julie Otsuka’s Internment Novels 5. Apocalypse and Toxicity: Junot Díaz’s Migrant Aesthetics6. Carceral Migration II: The Flores Declarations and Edwidge Danticat’s Brother, I’m DyingEpilogue: “Chinga La Migra”—Karla Cornejo Villavicencio’s The Undocumented AmericansNotesIndex

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Book SynopsisIt's time for the educational slugfest to stop. Traditional' and progressive' education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education one that is genuinely empowering for all young people is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and character', and lay the foundations for a 21st-century edTrade Review‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton in perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, former Chief Executive of the Education Endowment Foundation‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton is perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, UK government Education Recovery Commissioner‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist'This is a timely, pertinent, and much needed work, which looks at re-examining the nature and future of education and how to equip pupils of today with the skills and character to face the world of the future. Anyone interested and willing to engage in this debate around the possibilities of teaching and education would find this a highly fruitful and thought-provoking read. It draws on up-to-date research and debunks much of the outdated thinking which supports exclusive knowledge-rich curriculums, effectively demonstrating the importance of one size doesn’t and will never fit all.'Meg Barclay, The School LibrarianTable of ContentsForewordDylan WiliamPrologueChapter 1. Punch and JudyChapter 2. ValuesChapter 3. KnowledgeChapter 4. Thinking Chapter 5. Learning (and learning to learn)Chapter 6. Memory: the architecture of the mindChapter 7. TeachingChapter 8. Reality: getting out moreChapter 9. Research – but what kind?Chapter 10. The future of teachingReading and references

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Book SynopsisGROUP COUNSELING: STRATEGIES AND SKILLS, Eighth Edition, provides an in-depth look at group counseling with an emphasis on practical knowledge and techniques for effective group leadership. The authors discuss the many facets of group counseling and provide examples of how each skill can be applied in a wide range of group settings to produce effective and efficient group sessions. The book's active approach focuses on the skills necessary for starting and ending a session, as well as on how to make the middle phase productive and meaningful. Through its integration of traditional theories and concepts of group process with thoughtful strategies and specific skills, this reader-friendly book meets the needs of practicing or future counselors, social workers, psychologists, and others who are leading or preparing to lead groups in a variety of settings.Table of Contents1. Introduction. 2. Stages of Groups, Group Process, and Therapeutic Forces. 3. Purpose of Groups. 4. Planning. 5. Getting Started: The Beginning State and Beginning Phase. 6. Basic Skills for Group Leaders. 7. Focus. 8. Cutting Off and Drawing Out. 9. Rounds and Dyads. 10. Exercises. 11. Introducing, Conducting, and Processing Exercises. 12. Leading the Middle Stage of a Group. 13. Using Counseling Theories in Groups. 14. Counseling and Therapy in Groups. 15. Closing a Session or Group. 16. Dealing with Problem Situations. 17. Working with Specific Populations.

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Book SynopsisBridge the achievement gap with proven strategies for student success Breakthrough Principals debunks the myth of the ''superhero'' principal by detailing the common actions and practices of leaders at our nation''s fastest-gaining public schools. Based on the authors'' Transformational Leadership Framework, which they developed through in-depth study of more than 100 high-gaining, high-poverty schools, the book distills findings into a practical, action-focused plan for diagnosing school needs and implementing structures, systems and practices that accelerate student achievement. Brought to life by case studies of principals who have led dramatic gains in student achievement, the book is a how-to guide for increasing the quality of teaching and learning; improving school culture; attracting and supporting high-performing teachers; and involving parents and community to help students achieve. You''ll learn how breakthrough principals make the school''s missio

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Book SynopsisTable of ContentsPreface and Introduction. Demystifying the Helping Process. Section I: THE FOUNDATIONS OF COUNSELING AND PSYCHOTHERAPY. 1. Intentional Interviewing, Counseling, and Psychotherapy. 2. Ethics And Multicultural Competence: Stress and Trauma, Building Resilience 3. Listening, Attending and Empathy: Essential for Relationship Building 4. Observation Skills. Section II: THE BASIC LISTENING SEQUENCE: HOW TO ORGANIZE A SESSION. 5. Questions: Opening Communication. 6. Encouraging, Paraphrasing, and Summarizing: Active Listening and Cognition. 7. Observing and Reflecting Feelings: The Heart of Empathic Understanding. 8. How to Conduct a Five-Stage Counseling Session Using Only Listening Skills. Section III: FOCUSING AND EMPATHIC CONFRONTATION: NEUROSCIENCE, MEMORY, AND THE INFLUENCING SKILLS. 9. Focusing the Counseling Session: Contextualizing and Broadening the Story. 10. Empathic Confrontation and the Creative New: Identifying and Challenging Client Conflict. Section IV: INTERPERSONAL INFLUENCING SKILLS FOR CREATIVE CHANGE. 11. Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives. 12. Action Skills for Building Resilience and Managing Stress: Self-Disclosure, Feedback, Logical Consequences, Directives/Instruction, and Psychoeducation. Section V: SKILL INTEGRATION, THEORY INTO PRACTICE, AND DETERMINING PERSONAL STYLE. 13. Counseling Theory and Practice: How to Integrate the Microskills Approach with Multiple Approaches. 14. Skill Integration and Determining Personal Style. Appendix I: The Ivey Taxonomy: Definitions of the Microskills and Strategies with Anticipated Client Response. Appendix II: Ethics. Appendix III: The Family Genogram. Appendix IV: Counseling, Neuroscience/Neurobiology, and Microskills. Appendix V: Therapeutic Lifestyle Changes: An Instrument for Assessment and Treatment Planning.

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Book SynopsisAuthoring a PhD is a complex process. It involves having creative ideas, working out how to organize them, writing up from plans, upgrading the text, and finishing it speedily and to a good standard. It also includes being examined and getting published. Patrick Dunleavy has written Authoring a PhD based on his supervision experience with over 30 students. It provides solid advice to help your PhD students cope with both the intellectual issues and practical difficulties of organizing their work effectively. It is an indispensable and time saving aid for doctoral students in the humanities, social sciences, education, business studies, law, health, arts and visual arts, and related disciplines, and will also be a great help to supervisors.

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Book SynopsisTable of ContentsPreface xi Acknowledgments xiv About the Authors xv Chapter One Introduction to the Instructional Design Process 2 Chapter Two Identifying the Need for Instruction 28 Chapter Three Learner and Contextual Analysis 52 Chapter Four Task Analysis 74 Chapter Five Instructional Objectives 104 Chapter Six Designing the Instruction: Sequencing 128 Chapter Seven Designing the Instruction: Strategies 142 Chapter Eight Designing the Instructional Message 170 Chapter Nine Developing Instructional Materials 200 Chapter Ten Design Considerations for Technology-Based Instruction 238 Chapter Eleven The Many Faces of Evaluation 268 Chapter Twelve Developing Evaluation Instruments 296 Chapter Thirteen Using Evaluation to Enhance Programs: Conducting Formative and Summative Evaluations 334 Chapter Fourteen Learning Theory and Instructional Theory 366 Chapter Fifteen Planning for Instructional Implementation 390 Chapter Sixteen Instructional Design Project Management 412 References 436 Appendix A Sample Instructional Design Documentation 439 Appendix B A Sample Instructional Unit 449 Glossary 459 Index 463

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Book SynopsisSlip into a pew at a Catholic church almost anywhere in the world on a Sunday morning, and you'll likely find something missing: the Bible. More than five hundred years after the Bible came off the first printing press, why does the world's largest biblical religion often not have a printed Bible in the room? And if not, how is it that the life of Catholics is shaped by the Bible?In How Catholics Encounter the Bible, award-winning biblical scholar and historian Michael Peppard explores the paradoxical role of the Bible for Catholics--a book central to their tradition, but not usually in the form of a book. Biblical ideas and beliefs are more often mediated through diverse modes of storytelling, artistic imagination, and ritual. Peppard begins from the conviction that the Bible, for Catholics, is not bound with leather book covers, but with the liturgical binding of the sign of the cross, the wrought-metal framing of a stained-glass window, or the lyrical structures of a God-haunted poe

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Book SynopsisWith his sharp wit and poet's eye, Tim Heath writes of a forty-year career, mostly in New Zealand but also in Samoa. He's worked in small country schools, in big city schools, at the Correspondence School, in primary schools and in secondary schools. He's been a principal and a deputy principal.Teaching wasn't his first choice, but once in the classroom he found his calling.Tim is a passionate advocate for children and their learning, and his educational philosophy is illustrated through touching anecdotes of children and their struggles and successes.Written against the backdrop of changing times in New Zealand, this memoir is a deep dive into education and its place in our world.

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Book SynopsisFrom trusted primary education expert Andrew Brodie, the Let's Do series is the ideal home learning resource for children. Expertly designed to meet all the demands of the National Curriculum, the workbooks provide all the practice children need to build their confidence and boost their ability.This new series provides all the practice a child needs to build confidence in multiplication and division. More than 400 questions offer great revision of essential multiplication tables facts and guide every child through the processes of short and long multiplication and short and long division.

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Book SynopsisThis book provides an historical analysis of the co-evolution of educational attainment and U.S. wage structure through the 20th century. During the first 80 years of the 20th century, the increase of educated workers was higher than demand for them. This boosted income for most and lowered inequality. The reverse has been true since about 1980.Trade ReviewOne of the most important books of the year. -- Nicholas D. Kristof * New York Times *Essential reading...Goldin and Katz give a broad historical view of the role of education in economic growth in the U.S. They make the case that, after a century of leading the world in supplying the educated workers needed to serve technology, the U.S. has fallen behind in education. -- Thomas F. Cooley * Forbes *Goldin and Katz's book is excellent. -- Jim Manzi * New Republic *This is the most important book on modern U.S. inequality to date. -- Tyler Cowen * marginalrevolution.com *If you want to understand the causes of the innovation deficit, I’d recommend adding one serious book to your summer reading list: The Race Between Education and Technology. -- David Leonhardt * New York Times *[Goldin and Katz] tackle the most important U.S. economic trend, and, hence, most critical domestic issue--growing income inequality...[America] now has the most unequal income and wage distributions of any high-income nation...Goldin and Katz's careful documentation of the changes in income distribution is an important public service. This alone would make their book essential reading. Yet they also offer a powerful explanation for what has driven changes in income inequality and point to solutions for addressing it...The good news is that if Goldin and Katz are right, the cure for income inequality is one most Americans would intuitively support: improving mass education. Mr Obama's spin-doctors should start translating Goldin and Katz's book into a campaign slogan at once. -- Chrystia Freeland * Financial Times *Masterful...As the book's title suggests, whether inequality increases or not is best thought of as an ongoing race between education and technology. Combining this simple but appealing idea with a deep knowledge of the histories of the U.S. labor market and educational institutions, Goldin and Katz conclude that whereas education was winning the race for most of the 20th century, technology caught up in the 1970s and has since prevailed. The authors' most insightful point is that the root cause of the recent growth in inequality is not faster technological progress during the past three decades but rather the surprising stagnation in the level of education of young Americans. -- Thomas Lemieux * Science *A staggering achievement of historical research and analysis and required reading for anyone who's tired of glib, ideologically-inspired, trendy prescriptions for how to fix America's education system. -- Sylvia Nasar, author of A Beautiful MindClaudia Goldin and Lawrence Katz have produced a definitive economic history of American education...[It's] tightly reasoned and easy to grasp by anyone who cares about the country's educational history. -- Peter H. Lindert * eh.net *This book represents the best of what economics has to offer, combining a broad theoretical perspective, careful consideration of data, detailed lessons from economic history, and a close look at the present. -- Alan Krueger, Princeton UniversityA masterful work by two leading economists on some of the biggest issues in economics: economic growth, human capital, and inequality. There are fundamental insights in the book, not just about our past but also our future. Rigorous but not overly technical, this beautifully written book will appeal to educated lay people and economists alike. -- Steven D. Levitt, University of Chicago, co-author of FreakonomicsThe Race Between Education and Technology will stand as the definitive treatment of changes in income distribution and their causes, as well as of possible countervailing policies towards rising inequality. This is empirical economic scholarship at its finest. -- Lawrence Summers, Harvard UniversityAn impressive combination of extensive historical research, careful empirical analysis, and thoughtful commentary on one of the most important questions of the day: to what extent does increasing inequality in incomes stem from our failure to increase educational attainment? -- William G. Bowen, President Emeritus, The Andrew W. Mellon FoundationThe Race Between Education and Technology is a most important study, both for what it teaches us about the past and also in presenting policies for the future if America is to regain its world leadership in education. -- Stanley Engerman, University of RochesterThe Race Between Education and Technology contains many tables, a few equations and a powerfully told story about how and why the United States became the world's richest nation--namely, thanks to its schools...Beginning in the 1970s, however, the education system failed to keep pace, resulting, Ms. Goldin and Mr. Katz contend, in a sharply unequal nation...It is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world. -- Stephen Kotkin * New York Times *Goldin's and Katz's thesis is that the 20th century was the American century in large part because this country led the world in education. The last 30 years, when educational gains slowed markedly, have been years of slower growth and rising inequality. -- David Leonhardt * New York Times Magazine *Claudia Goldin and Lawrence Katz establish a clear link between the number of high school and college graduates produced in any modern society and its economic growth. -- Thomas D. Elias * Appeal-Democrat *[Goldin and Katz] combine an acute sense of history with a skillful use of statistics. -- Andrew Hacker * New York Review of Books *During the 20th century both technology and education raced forward in the US, generating massive economic expansion and rising standards of living. Throughout the century, technological changes increased the relative demand for skilled labor, while the rapid expansion of first high schools and then higher education simultaneously increased the relative supply of skilled labor. Goldin and Katz carefully examine the historical and economic forces behind this expansion in education, extracting crucial evidence from the remarkable Iowa State Census of 1915, and they argue very plausibly that the relative demand for skilled labor grew at a fairly constant rate over the century. They conclude that "education ran faster" than technology "during the first half of the century," causing a considerable drop in economic inequality, but that "technology sprinted ahead of limping education in the last 30 years," leading to the recent upsurge in inequality. The rate of return on educational investments has become, once again, very high. Why have education levels increased so sluggishly in the face of these massive rewards? The answers are not entirely clear, nor are the optimal public policies, but the authors offer much food for thought. A must read. -- R. M. Whaples * Choice *The general brilliance of illumination makes this book a feast of provocation. -- Trevor Butterworth * Forbes.com *One of the most comprehensive analyses of the spread of the American educational system throughout the 20th century. -- Eduardo Porter * New York Times *Claudia Goldin and Lawrence F. Katz’s magnum opus…[An] impressive work…Enlightens us to rethink the social-economic and cultural environment of education, the close relationship between education and technology, and the fundamental aims of education. -- Shiyu Xu * Beijing International Review of Education *Table of Contents* Introduction Part I: Economic Growth and Distribution * The Human Capital Century * Inequality across the Twentieth Century * Skill-biased Technological Change Part II: Education for the Masses in Three Transformations * The Origins of the Virtues * Economic Foundations of the High School Movement * America's Graduation from High School * Mass Higher Education in the Twentieth Century Part III. The Race * The Race between Education and Technology * How America Once Led and Can Win the Race for Tomorrow * Appendix A * Appendix B * Appendix C * Appendix D * Notes * References * A Note on Sources * Acknowledgments * Index

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Book SynopsisTable of ContentsIntroduction 1 Low-Floor, High-Ceiling Tasks 2 Youcubed Summer Camp 3 Memorization versus Conceptual Engagement 4 Mathematical Thinking, Reasoning, and Convincing 5 Big Ideas 9 Structure of the Book 10 Note on Materials 16 Manipulatives and Materials Used in This Book 17 Activities for Building Norms 19 Encouraging Good Group Work 19 Paper Folding: Learning to Reason, Convince, and Be Skeptical 21 Big Idea 1: Taking Apart Prisms and Polygons 24 Visualize: How Big Is the Footprint? 26 Play: Shards of a Shape 38 Investigate: Rising from the Footprint 46 Big Idea 2: Folding and Unfolding Objects 57 Visualize: Folding Cubes in Your Mind 60 Play: Folding Nets in Your Mind 70 Investigate: Filling Our Nets 85 Big Idea 3: Expanding the Number Line 92 Visualize: Folding around Zero 94 Play: Bouncing around the Number Line 101 Investigate: Going 2-D 107 Big Idea 4: Finding and Using Unit Rates 116 Visualize: Seeing Unit Rates 118 Play: Seeing the Best Deal 128 Investigate: How Fast Do You Walk? 136 Big Idea 5: Reasoning with Proportions 142 Visualize: Jump! Jump! 144 Play: Seeing Animals in a New Way 149 Investigate: A Seat at the Table 156 Big Idea 6: Visualizing the Center and Spread of Data 164 Visualize: The Shape of Data 167 Play: What Does Mean Mean? 178 Investigate: When Does Mean = Median = Mode = Range? 185 Big Idea 7: Using Symbols to Describe the World 192 Visualize: Cuisenaire Rod Equivalents 195 Play: Math Mobiles 204 Investigate: Radial Patterns 215 Big Idea 8: Generalizing 221 Visualize: Generalizing Number Patterns 223 Play: Generalizing Strategy 230 Investigate: Generalizing Visual Patterns 239 Appendix 246 Centimeter Grid Paper 247 Grid Paper 248 1" Grid Paper 249 Isometric Dot Paper 250 Dot Paper 251 About the Authors 252 Acknowledgments 254 Index 255

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Book SynopsisEveryone in academia stresses quality. But what is it, and how do professors identify it? Lamont observed deliberations for fellowships and grants, and interviewed panel members. Here, she reveals her discoveries about this world, illuminating the confidential evaluation process and pushing gatekeepers to better understand and perform their role.Trade ReviewThis fair-minded and reader-friendly book might just help produce the trust, respect, and tolerance necessary for academic community. By closely examining scholarly evaluation and identifying distinctive disciplinary definitions of quality among the humanities and social sciences, Michèle Lamont shows that academic culture, far from being a hierarchy declining from supposedly more "rigorous" and demanding disciplines to those less so, is constituted of many different excellencies. -- Thomas Bender, author of Intellect and Public LifeA masterpiece. Lamont starts with her greatest accomplishment: a nuanced account of the epistemic cultures that dominate social sciences and humanities. Their differences show the problem of building a culture of discourse in multidisciplinary review, so that committees can decide which standard is best. Lamont breaks new ground in showing how personal preferences, disciplinary, gender, and ethnic diversity, and elitist and populist impulses are incorporated in such decisions. -- Arthur Stinchcombe, author of The Logic of Social ResearchProfessors pride themselves on objectivity, or failing that, fairness to competing views, or failing that, at least the capacity for neutral analysis. But based on her ground-breaking study of peer review, Michèle Lamont argues that professorial pride is excessive, that the outcomes of peer review are shaped by institutional mechanics as much as by reason, and that reviewers favor work that looks like their own much more than they realize they do. But Lamont also shows that that reviewers are serious about trying to identify the best proposals and trying to overcome their own biases, and that their commitment to the review process itself makes the outcomes more fair. How Professors Think will be eye-opening for those who run peer review, those who participate in it, and those interested in a sociology of expert judgment. -- Craig Calhoun, Social Science Research CouncilIn this ingenious study, the first of its kind, Michèle Lamont opens an important and mysterious black box--how professors arrive at "fair evaluations". Lamont brilliantly shows us not only the interpersonal processes that make review panels work, but also how disciplinary cultures affect academic judgment, and what the political and knowledge consequences are of the way we judge excellence. It will be enlightening for everyone in academia. -- Karin Knorr Cetina, University of Chicago and University of KonstanzAll the deans and provosts who fret about their rankings and grant money should read this first hand account of how scholars and social scientists are evaluated in practice. -- Bruno Latour, author of Politics of Nature: How to Bring the Sciences into DemocracyBalanced, informative and largely persuasive. -- Adam Kuper * Times Literary Supplement *How Professors Think: Inside the Curious World of Academic Judgment gives the reader keen insight into the decision-making process behind the awarding of prestigious fellowships. Lamont's book is an enjoyable read, even a bit of a page turner at times...It is a "must-read" for graduate students and new professors. -- Marybeth Gasman * Academe *Table of Contents* Contents * Opening the Black Box of Peer Review * How Panels Work * On Disciplinary Cultures * Pragmatic Fairness: Customary Rules of Deliberation * Recognizing Various Kinds of Excellence * Considering Interdisciplinarity and Diversity * Implications in the United States and Abroad * Appendix: Methods and Data Analysis * Notes * References * Acknowledgments * Index

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Book SynopsisFocusing on creating learning environments, this book explores what it means to be an innovative leader of learning and teaching in higher education. Providing practical tips and guidance to support those designing or redesigning higher education curricula, this book highlights approaches and solutions to leading change in learning and teaching. Covering all areas from an overview of external pressures, through to developing a vision and strategy for a programme, to classroom practice and sustainability, leading thinkers in the field of university learning and teaching share their experiences of driving and sustaining change in departmental practice. It also introduces creative approaches into the role to support the innovation, enhancement, and development of agile programme teams. With insights and case studies from international contributors, this book highlights key approaches and solutions to leading change in learning and teaching that are implementable. It will Table of ContentsPart I - Introduction. 1.The Context and Challenge of Programme Leadership. 2.Educational Metrics and Leadership. Part II - Vision & Strategy. 3.Vision and Strategic Thinking – an Interrogative Primer for Teaching Leadership. 4.Addressing White Privilege as a Pedagogic Process of Decolonising. Part III - New Frontiers. 5.Exploring the Potential of Scholarship to Drive Teaching Innovation. 6.Creating a Naked University. 7.Creating Curricula Together. 8.Engaging Digital Teaching Practice. Part IV - Driving and Sustaining Change. 9.Leveraging Change in Higher Education. 10.Collaborative Leadership towards Innovation in Teaching and Learning. 11.Leading Learning and Teaching in a Crisis. Part V - Conclusion. 12.Agile Futures - Where Will You Go From Here?

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Book SynopsisTrade Review"Superb: practical, accessible, deeply savvy. . . . I truly believe that if you want to understand how books can be made in the 2020s, you should read Anne [Trubek] Laura [Portwood-Stacer] and… basically no one else!"---Robin Sloan, New York Times bestselling author of Mr. Penumbra’s 24-Hour Bookstore"There is so much in this little book to recommend to the bewildered or intimidated potential author that it is hard to imagine navigating the territory of scholarly publishing without it. . . . In crafting this guide for authors, Portwood-Stacer has done a tremendous service for both the academy and for the community of scholarly publishers."---Gregory M. Britton, Publishing Research Quarterly"I’m working my way through [The Book Proposal Book] and while I would like to rush right through it, I’m trying to read slowly because it’s truly so instructive—not only for authors, but also for editors how to communicate better with their authors."---Alison Syring, University of Illinois Press"By bringing clarity to topics that are seldom explicitly taught, The Book Proposal Book offers a vital resource, especially for scholars who lack the resources to work with a freelance editor or attend a publishing workshop. . . . The Book Proposal Book can help authors to feel less alone through the daunting process of proposal writing. . . . I recommend this book not only for authors who are currently working on book proposals, but for all readers who share Portwood-Stacer’s commitment to helping scholarly writers feel hopeful, powerful, and supported."---Sara Saylor, Journal of Interactive Technology and Pedagogy

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Book SynopsisThis title offers illustrating problems and solutions. Illustrating problems and two possible ways of solving them, this pack of 48 cards is ideal for use in the classroom or clinic with children and adults of all ages. There are three cards in each sequence; the first shows the problem and the second shows a possible solution; while the third card introduces an alternative way of dealing with the problem depicted.Problems and solutions include: car broken down - try to repair it, asks where to get help woman is unhappy as overweight - tries healthy eating, exercise child is unhappy and bored - woman comforts her, woman takes her out girl doesn't like her meal - leaves it, talks to the waiter man cannot sleep - has a hot drink, reads a book woman and girl argue - they sulk, they make up. The cards are useful for understanding the need to approach problems logically, realising that problems may infludence laTable of Contents48 Cards 148 x 148mm, ISBN 978-0-86388-356-9 Order Code D11-001-3852 GBP29.75 + VAT Useful for understanding the need to approach problems logically : Realising their problems may influence later events; Learning that some solutions may not please everyone involved; Appreciating that feelings can influence the choices we make and general language work.

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Book SynopsisTable of Contents1. Invitation to Personal Learning and Growth. 2. Reviewing Your Childhood and Adolescence. 3. Adulthood and Autonomy. 4. Your Body and Wellness. 5. Managing Stress. 6. Love. 7. Relationships. 8. Becoming the Woman or Man You Want to Be. 9. Sexuality. 10. Work and Recreation. 11. Loneliness and Solitude. 12. Death and Loss. 13. Meaning and Values.

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Book SynopsisTable of Contents1. Adopting a Family Relationship Framework. 2. Family Development: Continuity and Change. 3. Diversity in Family Functioning. 4. Systems Theory and Systemic Thinking. 5. Origins and Growth of Family Therapy. 6. Professional Issues and Ethical Practices. 7. Psychodynamic Models. 8. Transgenerational Models. 9. Experiential Models. 10. The Structural Model. 11. Strategic Models. 12. Behavioral and Cognitive-Behavioral Models. 13. Social Construction Models I: Solution-Focused Therapy And Collaborative Therapy. 14. Social Construction Models II: Narrative Therapy. 15. Population-Based Family Treatments. 16. Evidence-Based Family Therapy. 17. Comparative View of Family Theories and Therapies.

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Messy play is at the heart of the early years curriculum, supporting creativity and imagination, and giving children opportunities to experiment with tactile materials. This book offers 50 ideas for using natural resources, simple household items and recycled resources for low cost inspiration. Practitioners and teachers in the early years are always looking for new ideas for messy and hands-on' play, and this book will give children many opportunities for exploration and investigation through sensory play.

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Book SynopsisTable of Contents1. Bonding and Isomerism. 2. Alkanes and Cyclalkanes; Conformational and Geometric Isomerism. 3. Alkenes and Alkynes. 4. Aromatic Compounds. 5. Stereoisomerism. 6. Organic Halogen Compounds; Substitution and Elimination Reactions. 7. Alcohols, Phenols, and Thiols. 8. Ethers and Epoxides. 9. Aldehydes and Ketones. 10. Carboxylic Acids and Their Derivatives. 11. Amines and Related Nitrogen Compounds. 12. Spectroscopy and Structure Determination. 13. Heterocyclic Compounds. 14. Synthetic Polymers. 15. Lipids and Detergents. 16. Carbohydrates. 17. Amino Acids, Peptides, and Proteins. 18. Nucleotides and Nucleic Acids.

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Book SynopsisMeredith Ray shows that women were at the vanguard of empirical culture during the Scientific Revolution. They experimented with medicine and alchemy at home and in court, debated cosmological discoveries in salons and academies, and in their writings used their knowledge of natural philosophy to argue for women’s intellectual equality to men.Trade Review[A] timely book. -- Jennifer Rampling * Nature *A pioneering text that brings together unheard, forgotten, or simply unexamined voices of intellectual women who operated as practitioners, authors, and patrons of science—that is, women who gave themselves the opportunity to ‘philosophize with their hands’—before the Enlightenment…This is a learned book with a well-argued thesis, convincing research, and lucid writing…Daughters of Alchemy should be required reading for anyone interested in discussing scientific work of the early modern period in Italy. -- Valeria Finucci * Renaissance and Reformation *A sustained meditation on how and why women in early modern Italy pursued science. Ray examines the presence of women in the scientific culture of the late fifteenth through the early seventeenth centuries, from alchemy, medicine, and books of secrets to natural history, natural philosophy, and astronomy. Daughters of Alchemy invites readers to discern women’s voices—what they knew and what they wanted to know, what they wrote, read, and discussed—in the Renaissance’s conversation about the natural world. -- Paula Findlen, author of Early Modern Things: Objects and Their Histories, 1500–1800This original, fascinating study brings together in one place six compelling stories of Italian women who were important players in the production and transmission of scientific knowledge (especially in the areas of alchemy, and early forms of chemistry, biology, and botany) in early modern Europe. Ray’s research demonstrates not only the inherent challenges gender, social class, and religious affiliation played in this arena, but the creative solutions and unique strengths such challenges inspired in these early modern thinkers as they operated within the domestic, commercial, and academic spheres. At the heart of Ray’s analysis is the literary: a tool and vehicle powerfully used by the women Ray studies in their scientific discourse. Scholars of Italian Literature, Renaissance Studies, and Women’s Studies will find Daughters of Alchemy particularly of interest. -- Arielle Saiber, author of Giordano Bruno and the Geometry of Language

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Book SynopsisThe world’s most renowned critical theorist—who defined the field of postcolonial studies—has radically reoriented her thinking. Finding the neat polarities of tradition and modernity, colonial and postcolonial, no longer sufficient, she argues that aesthetic education is the last available instrument for implementing global justice and democracy.Trade ReviewGayatri Chakravorty Spivak’s latest collection of essays offers a timely reminder of what the real and powerful ends of education might be… [The essays] cover the breadth of an extraordinary intellectual career… The essays, for all their diversity, have the quality of a cumulative, long retrospection, a slow-burning consideration of what it means to teach, how faultily we do it and how we might do better by those who most want to learn and have least opportunity… It is, though, Spivak’s assertion, after Schiller, that an aesthetic education remains the strongest resource available for the cause of global justice and democracy. The homogenizing and pacifying effects of globalization, which Spivak so routinely lambasts, here, she argues, can never extend ‘to the sensory equipment of the experiencing being.’ And here she has never sounded more persuasive, identifying in arts education the evocation of a phenomenology at feeling and the engendering of critical thinking that are posited beyond the logic of capital. -- Shahidha Bari * Times Higher Education *Spivak is one of the most creative and influential scholars of the humanities of the past four decades; this volume shows the range and variety of her interests in topics ranging from Jacques Derrida, postcolonial studies, women in the Global South, migration in a global (arguably ‘planetary’) era, translation, and aesthetic education… She brings a profound knowledge of literary and cultural theory to her studies of ‘culture on the run, the vanishing present.’ Some of the essays here are classics, others will become so. -- K. Tölölyan * Choice *[A] rewarding series of meditations on the possibility of reading, learning, and teaching that would encourage the full flowering of cultural, sexual, and linguistic diversity and resist the homogenizing force of globalization… The gathered texts are a testament to a fundamental faith in the power of literature that is never less than inspiring. * Publishers Weekly *This captivating collection of lectures delivered over the course of a quarter century asks us to attend to the profoundly democratic possibilities of the imagination. Aesthetic education empowers us to apprehend and negotiate what Spivak calls the ‘double bind at the heart of democracy.’ At a time when the humanities are expected to genuflect before the sciences and privatization and professionalization displace knowledge, Spivak urges us not only to stand tall but to insist that ethical solidarities are only possible through the rigorous training of the imagination. -- Angela Y. Davis, University of California, Santa CruzSpivak remains an indispensable leader and guide in the exhilarating conceptual adventure—the trip—which, since the late sixties, we’ve called theory. Aesthetic Education presents us with lessons that she has learnt on the way—difficult, defiant, sober lessons for these unpromising times. They demand our attention. -- Simon During, University of Queensland

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Book SynopsisIn The Student Mindset: A 30-item toolkit for anyone learning anything, Steve Oakes and Martin Griffin provide clear, effective and engaging tools designed to help students plan, organise and execute successful learning. Successful students find a way to succeed. They get the results they want. And they achieve this not by superior ability, but by sticking to habits, routines and strategies that deliver those results. By cutting through the noise surrounding academic success and character development, bestselling authors Steve Oakes and Martin Griffin have identified the five key traits and behaviours that all students need in order to achieve their goals: vision, effort, systems, practice and attitude (VESPA). These characteristics beat cognition hands down, and in The Student Mindset Steve and Martin provide a ready-made series of study strategies, approaches and tactics designed to nurture these qualities and transform your motivation, commitment and productivity. The book's thirty activities, while categorised thematically under the VESPA umbrella, have been organised around six key phases of learning so that you can recognise which phase you're in before choosing from the range of tools and techniques to help you get through it. The six co-existing key phases are: preparation; starting study; collecting and shaping; adapting, testing and performing; flow and feedback; and dealing with the dip. At each phase you'll experience challenges and discover new ways of working, and this book's activities have been designed to help you gain control and become a better learner by sharing workload management tactics and revision strategies associated with calm, purposeful study and - ultimately - getting good results. These tools include a range of effective prioritisation, stress reduction, procrastination-busting and mindset development approaches - all neatly packaged into this outstanding practical guide to becoming a successful and confident student. Suitable for all students.Table of ContentsContents include: Chapter 1. Preparation Chapter 2. Starting Study Chapter 3. Collecting and Shaping Chapter 4. Adapting, Testing and Performing Chapter 5. Flow and Feedback Chapter 6. Dealing with the Dip

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Book SynopsisAbout our authors Lesley Mandel Morrow is a distinguished professor of literacy at Rutgers University's Graduate School of Education, where she is director of the Center for Literacy Development. She began her career as a classroom teacher, then became a reading specialist, and later received her Ph.D. from Fordham University in New York City. Her area of research deals with early literacy development and the organization and management of language arts programs. Her research is carried out with children and families from diverse backgrounds. Dr. Morrow has more than 300 publications, including journal articles, book chapters, monographs and books. She has received Excellence in Research, Teaching and Service Awards from Rutgers University. She was the recipient of the International Reading Association's (now known as the International Literacy Association, or ILA) Outstanding Teacher Educator of Reading Award and the William S. Gray Citation of MeriTable of ContentsBrief Contents Looking at an Exemplary Early Literacy Classroom Foundations of Early Literacy: From the Past to the Present Assessment in Early Literacy Literacy and Diversity: Teaching Children with Different Needs Early Childhood Language Development: Birth to Age Two Language and Vocabulary Development: Preschool through Third Grade Emergent Literacy Skills and Strategies: Helping Children to Figure Out Words Phonological Awareness and Phonics Instruction Developing Comprehension of Text and Fluency Writing, Spelling, and Literacy Development Using Children’s Literature in the Classroom Creating a Motivating Environment for Literacy Development: Positive Mindset, Technology, Integration, and Play Organizing and Managing Literacy Instruction Family Literacy Partnerships

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Book SynopsisSarah Banks is Professor in the School of Applied Social Sciences and Co-Director of the Centre for Social Justice and Community Action at Durham University, UK. A qualified social worker, she is author of Ethics in Professional Life and Ethics, Accountability and the Social Professions and editor of Practising Social Work Ethics Around the World: Cases and Commentaries.Table of ContentsIntroduction 1. Ethical challenges in social work 2. Principle-based approaches to social work ethics 3. Character and relationship-based approaches to social work ethics 4. Principles into practice: professionalism and codes of ethics 5. Service users’ rights: clienthood, citizenship, consumerism and activism 6. Social workers’ responsibilities: policies, procedures and managerialism 7. Ethical problems and dilemmas in practice References Index.

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Book SynopsisFrom trusted primary education expert Andrew Brodie, the Let's Do series is the ideal home learning resource for children. Expertly designed to meet all the demands of the National Curriculum, the workbooks provide all the practice children need to build their confidence and boost their ability._______________Matched to the demands of the National Curriculum, the Let''s Do Grammar workbooks have been carefully devised to match the appropriate age and stage of your child. Containing a rich variety of activity pages, each book has been designed for use at home and supports classroom learning.With regular progress tests and a complete answer section to aid assessment, this book is the perfect way for your child to practise their grammar skills and consolidate their learning. And for added enjoyment and motivation, it also contains over 100 reward stickers!

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Book SynopsisTable of ContentsIntroduction 1 About This Book 1 Foolish Assumptions 2 Icons Used in This Book 3 Beyond the Book 3 Where to Go from Here 4 Unit 1: Getting Started with Statistics 5 Chapter 1: The Statistics of Everyday Life 7 Statistics and the Media: More Questions than Answers? 8 Probing popcorn problems 8 Venturing into viruses 8 Comprehending crashes 9 Mulling malpractice 9 Belaboring the loss of land 10 Scrutinizing schools 10 Scanning sports 10 Banking on business news 11 Touring the travel news 12 Surveying sexual stats 12 Breaking down weather reports 13 Using Statistics at Work 13 Delivering babies — and information 13 Posing for pictures 14 Poking through pizza data 14 Statistics in the office 14 Chapter 2: Taking Control: So Many Numbers, So Little Time 15 Detecting Errors, Exaggerations, and Just Plain Lies 16 Checking the math 16 Uncovering misleading statistics 17 Looking for lies in all the right places 22 Feeling the Impact of Misleading Statistics 23 Chapter 3: Tools of the Trade 25 Thriving in a Statistical World 25 Statistics: More than Just Numbers 26 Designing Appropriate Studies 28 Surveys (Polls) 28 Experiments 29 Collecting Quality Data 30 Sample, random, or otherwise 30 Bias 32 Grabbing Some Basic Statistical Jargon 33 Data 33 Data set 34 Variable 34 Population 34 Statistic 35 Parameter 35 Mean (Average) 36 Median 36 Standard deviation 36 Percentile 37 Standard score 37 Distribution and normal distribution 38 Central Limit Theorem 38 z-values 39 Margin of error 39 Confidence interval 40 Hypothesis testing 41 p-values 42 Statistical significance 42 Correlation, regression, and two-way tables 43 Drawing Credible Conclusions 44 Reeling in overstated results 44 Questioning claims of cause and effect 44 Becoming a Sleuth, Not a Skeptic 45 Unit 2: Number-Crunching Basics 47 Chapter 4: Crunching Categorical Data 49 Summing Up Data with Descriptive Statistics 49 Crunching Categorical Data: Tables and Percents 50 Counting on the frequency 50 Relating with percentages 52 Two-way tables: Summarizing multiple measures 54 Interpreting counts and percents with caution 55 Practice Questions Answers and Explanations 57 Whaddya Know? Chapter 4 Quiz 60 Answers to Chapter 4 Quiz 62 Chapter 5: Means, Medians, and More 65 Measuring the Center with Mean and Median 65 Averaging out to the mean 66 Splitting your data down the median 68 Comparing means and medians: Histograms 70 Accounting for Variation 74 Reporting the standard deviation 75 Being out of range 78 Examining the Empirical Rule (68-95-99.7) 79 Measuring Relative Standing with Percentiles 83 Calculating percentiles 83 Interpreting percentiles 85 Gathering a five-number summary 88 Exploring interquartile range 89 Practice Questions Answers and Explanations 90 Whaddya Know? Chapter 5 Quiz 97 Answers to Chapter 5 Quiz 98 Chapter 6: Getting the Picture: Graphing Categorical Data 99 Take Another Little Piece of My Pie Chart 100 Tallying personal expenses 100 Bringing in a lotto revenue 101 Ordering takeout 102 Projecting age trends 103 Raising the Bar on Bar Graphs 108 Tracking transportation expenses 108 Making a lotto profit 110 Tipping the scales on a bar graph 110 Pondering pet peeves 111 Practice Questions Answers and Explanations 117 Whaddya Know? Chapter 6 Quiz 123 Answers to Chapter 6 Quiz 124 Chapter 7: Going by the Numbers: Graphing Numerical Data 125 Handling Histograms 126 Making a histogram 126 Interpreting a histogram 130 Putting numbers with pictures 137 Detecting misleading histograms 139 Examining Boxplots 143 Making a boxplot 143 Interpreting a boxplot 146 Tackling Time Charts 152 Interpreting time charts 152 Understanding variability: Time charts versus histograms 153 Spotting misleading time charts 153 Practice Questions Answers and Explanations 159 Whaddya Know? Chapter 7 Quiz 165 Answers to Chapter 7 Quiz 166 Unit 3: Distributions and the Central Limit Theorem 167 Chapter 8: Coming to Terms with Probability 169 A Set Notation Overview 169 Noting outcomes: Sample spaces 170 Noting subsets of sample spaces: Events 171 Noting a void in the set: Empty sets 172 Putting sets together: Unions, intersections, and complements 172 Probabilities of Events Involving A and/or B 173 Probability notation 174 Marginal probabilities 175 Union probabilities 175 Intersection ( joint) probabilities 175 Complement probabilities 176 Conditional probabilities 176 Understanding and Applying the Rules of Probability 178 The complement rule (for opposites, not for flattering a date) 178 The multiplication rule (for intersections, not for rabbits) 179 The addition rule (for unions of the nonmarital nature) 180 Recognizing Independence in Multiple Events 182 Checking independence for two events with the definition 182 Using the multiplication rule for independent events 183 Including Mutually Exclusive Events 184 Recognizing mutually exclusive events 184 Simplifying the addition rule with mutually exclusive events 185 Distinguishing Independent from Mutually Exclusive Events 186 Comparing and contrasting independence and exclusivity 186 Checking for independence or exclusivity in a 52-card deck 187 Avoiding Probability Misconceptions 189 Predictions Using Probability 190 Practice Questions Answers and Explanations 192 Whaddya Know? Chapter 8 Quiz 196 Answers to Chapter 8 Quiz 197 Chapter 9: Random Variables and the Binomial Distribution 199 Defining a Random Variable 200 Discrete versus continuous 200 Probability distributions 202 The mean and variance of a discrete random variable 202 Identifying a Binomial 203 Checking binomial conditions step by step 204 No fixed number of trials 204 More than success or failure 205 Trials are not independent 205 Probability of success (p) changes 205 Finding Binomial Probabilities Using a Formula 207 Finding Probabilities Using the Binomial Table 210 Finding probabilities for specific values of X 210 Finding probabilities for X greater-than, less-than, or between two values 211 Checking Out the Mean and Standard Deviation of the Binomial 212 Practice Questions Answers and Explanations 214 Whaddya Know? Chapter 9 Quiz 216 Answers to Chapter 9 Quiz 217 Chapter 10: The Normal Distribution 219 Exploring the Basics of the Normal Distribution 219 Meeting the Standard Normal (Z-) Distribution 223 Checking out Z 223 Standardizing from X to Z 223 Finding probabilities for Z with the Z-table 225 Finding Probabilities for a Normal Distribution 227 Knowing Where You Stand with Percentiles 230 Finding X When You Know the Percent 232 Figuring out a percentile for a normal distribution 232 Translating tricky wording in percentile problems 234 Normal Approximation to the Binomial 236 Practice Questions Answers and Explanations 239 Whaddya Know? Chapter 10 Quiz 248 Answers to Chapter 10 Quiz 249 Chapter 11: The t-Distribution 251 Basics of the t-Distribution 251 Comparing the t- and Z-distributions 251 Discovering the effect of variability on t-distributions 252 Using the t-Table 253 Finding probabilities with the t-table 253 Figuring percentiles for the t-distribution 256 Picking out t*-values for confidence intervals 257 Studying Behavior Using the t-Table 258 Practice Questions Answers and Explanations 259 Whaddya Know? Chapter 11 Quiz 260 Answers to Chapter 11 Quiz 261 Chapter 12: Sampling Distributions and the Central Limit Theorem 263 Defining a Sampling Distribution 264 The Mean of a Sampling Distribution 265 Measuring Standard Error 266 Sample size and standard error 266 Population standard deviation and standard error 267 Looking at the Shape of a Sampling Distribution 269 Case 1: The distribution of X is normal 269 Case 2: The distribution of X is not normal — Enter the Central Limit Theorem 269 Finding Probabilities for the Sample Mean 273 The Sampling Distribution of the Sample Proportion 275 Finding Probabilities for the Sample Proportion 278 Practice Questions Answers and Explanations 280 Whaddya Know? Chapter 12 Quiz 283 Answers to Chapter 12 Quiz 284 Unit 4: Guesstimating and Hypothesizing with Confidence 285 Chapter 13: Leaving Room for a Margin of Error 287 Seeing the Importance of that Plus or Minus 287 Finding the Margin of Error: A General Formula 289 Measuring sample variability 289 Calculating margin of error for a sample proportion 291 Reporting results 293 Calculating margin of error for a sample mean 293 Being confident you’re right 294 Determining the Impact of Sample Size 296 Sample size and margin of error 296 Bigger isn’t always (that much) better! 297 Keeping margin of error in perspective 297 Practice Questions Answers and Explanations 300 Whaddya Know? Chapter 13 Quiz 303 Answers to Chapter 13 Quiz 304 Chapter 14: Confidence Intervals: Making Your Best Guesstimate 305 Not All Estimates Are Created Equal 306 Linking a Statistic to a Parameter 306 Getting with the Jargon 307 Interpreting Results with Confidence 308 Zooming In on Width 310 Choosing a Confidence Level 310 Factoring In the Sample Size 312 Counting On Population Variability 313 Calculating a Confidence Interval for a Population Mean 315 Case 1: Population standard deviation is known 315 Case 2: Population standard deviation is unknown and/or n is small 316 Figuring Out What Sample Size You Need 318 Determining the Confidence Interval for One Population Proportion 319 Creating a Confidence Interval for the Difference of Two Means 322 Case 1: Population standard deviations are known 322 Case 2: Population standard deviations are unknown and/or sample sizes are small 323 Estimating the Difference of Two Proportions 326 Spotting Misleading Confidence Intervals 329 Practice Questions Answers and Explanations 330 Whaddya Know? Chapter 14 Quiz 337 Answers to Chapter 14 Quiz 339 Chapter 15: Claims, Tests, and Conclusions 341 Setting Up the Hypotheses 342 Defining the null 342 What’s the alternative? 343 Gathering Good Evidence (Data) 343 Compiling the Evidence: The Test Statistic 344 Gathering sample statistics 344 Measuring variability using standard errors 344 Understanding standard scores 345 Calculating and interpreting the test statistic 345 Weighing the Evidence and Making Decisions: p-Values 346 Connecting test statistics and p-values 346 Defining a p-value 347 Calculating a p-value 347 Making Conclusions 349 Setting boundaries for rejecting H0 350 Testing varicose veins 350 Assessing the Chance of a Wrong Decision 352 Making a false alarm: Type I errors 353 Missing out on a detection: Type II errors 353 Practice Questions Answers and Explanations 356 Whaddya Know? Chapter 15 Quiz 359 Answers to Chapter 15 Quiz 360 Chapter 16: Commonly Used Hypothesis Tests: Formulas and Examples 361 Testing One Population Mean 362 Handling Small Samples and Unknown Standard Deviations: The t-Test 363 Putting the t-test to work 364 Relating t to Z 365 Handling negative t-values 365 Examining the not-equal-to alternative 365 Drawing conclusions using the critical value 366 Testing One Population Proportion 368 Comparing Two (Independent) Population Averages 371 Case 1: Difference of two population means when population standard deviations are known 371 Case 2: Difference of two population means when population standard deviations are unknown 374 Testing for an Average Difference (The Paired t-Test) 375 Comparing Two Population Proportions 378 Practice Questions Answers and Explanations 382 Whaddya Know? Chapter 16 Quiz 387 Answers to Chapter 16 Quiz 388 Unit 5: Statistical Studies and the Hunt for a Meaningful Relationship 389 Chapter 17: Polls, Polls, and More Polls 391 Recognizing the Impact of Polls 392 Getting to the source 392 Surveying what’s hot 393 Impacting lives 394 Behind the Scenes: The Ins and Outs of Surveys 395 Planning and designing a survey 396 Selecting the sample 399 Carrying out a survey 402 Interpreting results and finding problems 405 Practice Questions Answers and Explanations 408 Whaddya Know? Chapter 17 Quiz 411 Answers to Chapter 17 Quiz 412 Chapter 18: Experiments and Observational Studies: Medical Breakthroughs or Misleading Results? 413 Boiling Down the Basics of Studies 414 Looking at the lingo of studies 414 Observing observational studies 415 Examining experiments 415 Designing a Good Experiment 417 Designing the experiment to make comparisons 417 Selecting the sample size 419 Choosing the subjects 421 Making random assignments 421 Controlling for confounding variables 422 Respecting ethical issues 423 Collecting good data 424 Analyzing the data properly 425 Interpreting Experiment Results 428 Making appropriate conclusions 428 Making informed decisions 429 Practice Questions Answers and Explanations 431 Whaddya Know? Chapter 18 Quiz 433 Answers to Chapter 18 Quiz 434 Chapter 19: Looking for Links: Correlation and Regression 435 Picturing a Relationship with a Scatterplot 436 Making a scatterplot 436 Interpreting a scatterplot 437 Quantifying Linear Relationships Using the Correlation 440 Calculating the correlation 440 Interpreting the correlation 441 Examining properties of the correlation 443 Working with Linear Regression 445 Figuring out which variable is X and which is Y 445 Checking the conditions 446 Calculating the regression line 446 Interpreting the regression line 449 Putting it all together: The regression line for the crickets 451 Making Proper Predictions 453 Checking the conditions 453 Staying in-bounds 454 Regression Analysis: Understanding the Output 456 Residing with Residuals 457 Explaining the Relationship: Correlation versus Cause and Effect 458 Practice Questions Answers and Explanations 460 Whaddya Know? Chapter 19 Quiz 465 Answers to Chapter 19 Quiz 466 Chapter 20: Two-Way Tables and Independence 467 Organizing a Two-Way Table 468 Setting up the cells 469 Figuring the totals 469 Interpreting Two-Way Tables 472 Singling out variables with marginal distributions 472 Examining all groups — a joint distribution 476 Comparing groups with conditional distributions 478 Checking Independence and Describing Dependence 483 Checking for independence 484 Describing a dependent relationship 486 Cautiously Interpreting Results 489 Checking for legitimate cause and effect 489 Projecting from sample to population 490 Making prudent predictions 491 Resisting the urge to jump to conclusions 491 Practice Questions Answers and Explanations 492 Whaddya Know? Chapter 20 Quiz 498 Answers to Chapter 20 Quiz 500 Appendix: Tables for Reference 503 The Z-Table 503 The t-Table 506 The Binomial Table 508 Index 513

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Book Synopsis

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Book SynopsisPacked with hands-on tips, Beaver/Wyatt's EARLY EDUCATION CURRICULUM: A CHILD'S CONNECTION TO THE WORLD, 8th Edition, shows you how to conduct observations and assessments, plan and implement a curriculum, set up an inclusive child-centered environment, plan developmentally appropriate activities in 11 subject areas and use technology in early learning programs. Students and experienced teachers alike will learn how to make informed decisions about curriculum content, develop creative thinking skills and effectively apply development and learning theory. Updated with the latest research and national standards, the 8th Edition presents material on brain research that underlies teaching ideas as well as information on reflective practice, intentional teaching, the environment as a teaching tool and equity and diversity. Case studies enable you to apply your knowledge to real-life issues.Table of ContentsPart I: PREPARING FOR LEARNING THROUGH ASSESSMENT, CURRICULUM, AND THE ENVIRONMENT. 1. Starting the Process. 2. Observation, Assessment, Evaluation and Documentation. 3. Creating Curriculum. 4. The Learning Environment. Part II: STEM. 5. Science. 6. Technology. 7. Engineering and Construction (Blocks and Woodworking). 8. Math. Part III: ARTS -- THE A" IN STEAM. 9. Language and Literacy. 10. Art. 11. Music. 12. Performing Arts: Dramatic Play and Social Studies. Part IV: PHYSICAL -- SENSES OF THE BODY. 13. Fine Motor and Manipulatives. 14. Large Motor and Outdoor Play. 15. Sensory Play. Appendix A: My Self: Integrated Theme-Based Unit Ideas. Appendix B: Additional Activities and Songs. Appendix C: Songs and Poems. Appendix D: Forms. Appendix E: Resources for Teachers. Appendix F: Additional Standards, Including Common Core State Contact Information. Appendix G: Professional Organizations. Glossary. References. Index."

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Book SynopsisRestorative practice (RP) has been successfully implemented in schools for decades and is primarily associated with improving behaviour and relationships, by changing the culture of problem solving in the school. However, it has huge untapped potential to support initiatives in other areas, and this book provides examples of how RP can enhance the effectiveness of these other practices.Split into three sections, the book first looks at implementation, readiness and evaluation. It then covers integrating RP with, and linking RP into, other issues relevant to schools such as trauma, poverty, and mindfulness, and finally shows how to work well with parents and families. The book gives proven strategies for measuring success and evaluating effectiveness. Overall, it provides insight into a variety of issues RP can help schools with, and addresses them in practical ways to help schools implement restorative practice to its full potential.Trade ReviewThis book is a rich combination of analytical reflection, personal storytelling and case studies of how change plays out on the ground. It is a superb resource for anyone wanting to deepen their knowledge of how restorative practices can contribute to personal, institutional and societal transformation. -- Professor Chris Marshall, The Diana Unwin Chair in Restorative Justice, Victoria University of Wellington, New ZealandThis book is evidence that the field of restorative practices in schools has reached an unprecedented level of sophistication, complexity and maturity. Trainers, consultants, practitioners, researchers, educators, policy makers and school leaders will benefit from the "wisdom of the ages" shared here. A truly extraordinary contribution to the field. -- Martha A. Brown, Author, Creating Restorative Schools: Setting Schools Up to SucceedTable of ContentsForeword from Fania Davis; Contributor Biographies; Introduction - Margaret Thorsborne (Australia), Gillean McCluskey (England) and Nancy Riestenberg (Minnesota, USA); PART I: IMPLEMENTATION; 1. Assessing Readiness for Restorative Practice Implementation - Sue Attrill (Australia), Beverley Turner (Australia) and Margaret Thorsborne; 2. Solving Something Positively - Carol Edgerton (Scotland), Lyndsey Broadfoot (Scotland), Samia Bashir (Scotland) and Sharon Fitzpatrick (Scotland); 3. The Art of Integrating School Climate Initiatives - Kerri Berkowitz (San Francisco, USA); 4. A Tale of Two Districts: Implementation of restorative practices in a large and small district - Cindy Zwicky and Nancy Riestenberg ((Minnesota, USA); 5. Youth Engagement in Restorative Justice - David Yusem (California, USA); 6. Evaluation - the Art of Valuing - Terence Bevington (England); PART 2: ALIGNING APPROACHES AND KNOWLEDGE WITH RESTORATIVE PRACTICE; 7. ToM goes to a Restorative School - Katie Cebula (Scotland) and Gillean McCluskey; 8. Transforming Teaching and Learning through Mindfulness Based Restorative Practices - Annie O'Shaughnessy (Vermont, USA); 9. Positive Education and Restorative Practice: Shared values, goals and practices - Denise Quinlan (New Zealand); 10. Restorative Processes and Trauma Sensitive Schools - Nancy Riestenberg; 11. Restorative Practice as Peace Practice - Terence Bevington and Anna Gregory (England); 12. The Brains Behind the Restoration - Nathan Wallis (New Zealand); 13. Restorative Group Conferencing: Repair Deep Student Disengagement with Education, Prevent the School- to-Prison-Pipeline - Sara Davis and Michael Friedman (Minnesota, USA; 14. Working Restoratively with Parents - Jim McGrath; 15. Te Ara Whanau - Family Solutions. Restorative and collaborative journeys towards family wellbeing in Aotearoa New Zealand - Julia Hennessy and Nici Nixon (New Zealand); Conclusion: What next? - Nancy Riestenberg, Gillean McCluskey and Margaret Thorsborne

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Book Synopsis_______________The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Early Years expert Judit Horvath presents 50 fun and thoroughly creative ideas in this book designed to get children experimenting and investigating the properties of mud and clay.When given soil, clay or mud to play with, most children are instinctively motivated to explore and experiment. Mud, soil and clay are naturally open-ended, stimulating children to investigate possibilities, look for reasons and think of ideas. They are cheap and easy to source or access, simple to transform to suit any age group or activity, can be mixed with other materials, givTrade Review50 ingenious ideas, some for indoor use and others for outdoors, will give teachers a wealth of resources to draw on to make the most of these simple materials. * Parents in Touch *

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Book Synopsis_______________The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Introducing mindfulness in Early Years settings equips young children with life-long skills that develop as they mature. 50 Fantastic Ideas for Mindfulness features a range of activities that enable children to build awareness of their emotions, focus on the present and empathise more easily with others.From ideas to manage distractions to games for independence, this collection of ideas includes colourful photographs and easy-to-follow instructions, making it a fantastic resources to bring mindfulness into the Early Years.

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Book SynopsisUncertainty is interwoven into human existence. It is a powerful incentive in the search for knowledge and an inherent component of scientific research. We have developed many ways of coping with uncertainty. We make promises, manage risks and make predictions to try to clear the mists and predict ahead.Trade Review"Informed, eloquent and compelling."—The Times Higher Education"This is the most insightful, thorough reflection I have ever read on the most fundamental issue of our world: how to accept uncertainty and how to deal with it. This book has extraordinary implications for the practice and epistemology of science. A seminal work that will influence science policy in significant ways."—Manuel Castells, University of Southern California "With rapid advances in technology intersecting with human behaviour in unpredictable ways, how we approach issues surrounding uncertainty will inevitably impact every aspect of life. In this thought–provoking book, Professor Helga Nowotny brings unique perspectives on uncertainty from her extensive background as a scholar, policy maker and research administrator." —Subra Suresh, President, Carnegie Mellon University "This brilliant new book confirms Helga Nowotny as the voice of social science in an initially unsympathetic milieu, and its intellectual champion in her insistence that without understandings of and through society, understandings of and through science cannot flourish."—Marilyn Strathern, University of Cambridge "From tea leaves to necromancy, from betting to scientific research, Helga Nowotny's exploration of uncertainty is deep and wide, playful and practical in turn. But at the heart of the matter lies a serious imperative, dear to my heart, which is the business of finding out about the world and how it works."—Tim Hunt, ERC Scientific Council "In this splendid book, Helga Nowotny tackles the ever-elusive human desire to tame the future by considering how technology and innovation feed imagination and aspirations. Millennial dreams, science fiction, sustainability studies, economics, algorithms and genetics are the stuff that drives her analysis across an amazing array of fields and situations. Despite unrelenting randomness, she advocates that we embrace uncertainty, for this is essential for developing capabilities and social resilience."—Michèle Lamont, Harvard University "Nowotny's slim book is a big well of wisdom. You may find your sense of wonder refreshed if you locked in some time to drink deep from it." —The Strait Times, Singapore "Highly recommended to anybody with an interest in how humans fear, hope, and act upon the future." —Mary Ann Liebert Publications "Remarkable" —The American HistorianTable of ContentsPreface Chapter 1 - Craving for Uncertainty Chapter 2 - The Odds for Tomorrow Chapter 3 - The Cunning of Promises Chapter 4 - Coping with Uncertainty Chapter 5 - Embracing Uncertainty Acknowledgements References Index

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Book SynopsisBring cognitive research to teaching practice with this practical toolkit How do you introduce the science of learning to your faculty? How do you leverage professional development to ensure that teachers continually apply that science within their classrooms? How can you maximize learning in your classroom through the use of researched and evidence-informed strategies? These are the questions Patrice Bain sets out to answer in Powerful Classrooms: Evidence-informed Strategies and Resources. This book is a follow-up to Powerful Teaching, in which Bain and Pooja Agarwal unlocked the secrets to successfully applying the science of learning in classroom settings. Now, Bain seeks to share her strategies with a wider audience of educators and school administrators. Patrice Bain is a longtime teacher and a leading voice in the science of learning. In this book, she uses easy-to-understand language to explain the latest findings from cognitive science about how h

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Book SynopsisEnsure a secure start to every child's reading journey in Reception/P1 and Year 1/P2 with fully decodable fiction and non-fiction books expertly aligned to the Letters and Sounds progression.The Collins Big Cat Phonics for Letters and Sounds Yellow Set contains 1 copy of every Phonics for Letters and Sounds title available within Band 03/Yellow. A built-in 20% discount on the price is included. The Yellow Band Set contains the following 26 books:Fiction:In the Frog BogThe Foolish, Timid RabbitThe Best Vest QuestJosh and the ThunderMap ScrapsTickets!Scrap RatSnug in the TentCrick and Crock Have LunchDucks on TrucksThumperThe Plum TripThe Thrush NestNon-fiction:From the TopHow the Ear Can HearStunt JetsArt is Fun!What Animal is It?ChimpanzeesHow Do I Feel?Strong TrucksGood Things from FarmsAt the Medical RoomTrack a T-RexI Feel GoodShelter on the Go

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Book SynopsisEnsure a secure start to every child's reading journey in Reception/P1 and Year 1/P2 with fully decodable fiction and non-fiction books expertly aligned to the Letters and Sounds progression.The Collins Big Cat Phonics for Letters and Sounds Blue Set contains 1 copy of every Phonics for Letters and Sounds title available within Band 04/Blue. A built-in 20% discount on the price is included. The Blue Band Set contains the following 26 books:Fiction:Jump On, Jump OffEggs on ToastTusksHuffkinMonster on the TrainZebra''s TentThe Chicken Coop ScoopHarper and the Big DogSpook NightDragon in the JamI Love It!The Hamster ProblemLittle Red's Lost CapNon-fiction:AthleticsHow to Spot an OtterMapsTerrific TreesA Year in JapanA Trail in the WoodsTrain to WinStunning StuntsStormsExtinct MonstersIt''s Freezing Out!Fantastic FrogsOur Pet Rabbits

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Book SynopsisPresents the principles of genetics - classical and modern - in a cartoon format. Anecdotes about how the ancients tried to explain sex determination and inheritance abound, making the learning of the concepts of Mendel's Laws, mutations, DNA and gene splicing easier to understand.

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Book SynopsisConfusing Textbooks? Missed Lectures? Not Enough Time?Fortunately for you, there's Schaum's Outlines. More than 40 million students have trusted Schaum's to help them succeed in the classroom and on exams. Schaum's is the key to faster learning and higher grades in every subject. Each Outline presents all the essential course information in an easy-to-follow, topic-by-topic format. You also get hundreds of examples, solved problems, and practice exercises to test your skills. This Schaum's Outline gives you Practice problems with full explanations that reinforce knowledge Coverage of the most up-to-date developments in your course field In-depth review of practices and applications Fully compatible with your classroom text, Schaum's highlights all the important facts you need to know. Use Schaum's to shorten your study time-and get your best test scores!Schaum's Outlines-Problem Solved.Table of ContentsVectors.Vector Functions of Real Variable.Concept of Curve.Curvature and Torsion.Theory of Curves.Elementary Topology in Euclidean Spaces.Vector Functions of Vector Variable.Concept of Curve.First and Second Fundamental Forms.Theory of Surfaces.Tensor Analysis.Intrinsic Geometry.Appendix.Existence Theorem for Curves.Existence Theorem for Surfaces.

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