Educational systems and structures Books
Taylor & Francis Ltd Piaget Vygotsky Beyond Future issues for developmental psychology and education
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Taylor & Francis SARACENS AND THE MAKING OF ENGLISH IDENTITY BY AuthorBly Calkin SiobhainHardcoverJun2009
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£43.69
Taylor & Francis The Routledge International Handbook of Young Childrens Thinking and Understanding
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Taylor & Francis The Economics of Advertising RLE Advertising 12 Routledge Library Editions Advertising
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£128.25
Taylor & Francis Ltd Teaching About Dialect Variations and Language in Secondary English Classrooms
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Taylor & Francis Ltd Teaching About Dialect Variations and Language in Secondary English Classrooms
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Taylor & Francis Thinking with Feeling Fostering productive thought in the classroom
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Taylor & Francis Reframing the Emotional Worlds of the Early Childhood Classroom
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Taylor & Francis Meeting the Challenges to Measurement in an Era of Accountability
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Taylor & Francis Meeting the Challenges to Measurement in an Era of Accountability
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Taylor & Francis Learning Patterns in Higher Education Dimensions and Research Perspectives New Perspectives on Learning and Instruction
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Taylor & Francis Ltd Learning Patterns in Higher Education Dimensions and Research Perspectives New Perspectives on Learning and Instruction
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Taylor & Francis Education and the City
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£41.79
Taylor & Francis Ltd Great Cities of the World Their government Politics and Planning
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Taylor & Francis Ltd Third World Urbanization
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Taylor & Francis Mankind Nation and Individual Otto Jespersen Collectid English Writings
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£47.49
Taylor & Francis Pediatric School Psychology
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Taylor & Francis Learning to Solve Problems
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£71.24
Taylor & Francis Ltd L.S. Vygotsky and Education
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Taylor & Francis Ltd L.S. Vygotsky and Education
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Taylor & Francis Engendering Mayan History
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Taylor & Francis The Subaltern Speak
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Taylor & Francis The Subaltern Speak
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Taylor & Francis Epistemology and Science Education
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Taylor & Francis Epistemology and Science Education Understanding the Evolution vs Intelligent Design Controversy
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Taylor & Francis Saracens and the Making of English Identity The Auchinleck Manuscript 31 Studies in Medieval History and Culture
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Taylor & Francis The Theory and Practice of Learning
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Taylor & Francis Constructing Mathematical Knowledge Epistemology and Mathematics Education Studies in Mathematics Education
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£56.99
Taylor & Francis Students as Researchers Creating Classrooms that Matter Teachers Library
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Taylor & Francis Students as Researchers Creating Classrooms That Matter Teachers Library
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Taylor & Francis Phonological Skills and Learning to Read
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£75.99
Taylor & Francis Learning and Teaching Mathematics
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Taylor & Francis Principles Of Abilities And Human Learning
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Taylor & Francis Ltd The Foundation of Literacy The Childs Acquisition of the Alphabetic Principle Essays in Developmental Psychology
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Taylor & Francis Ltd Art Therapy With Families In Crisis
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Taylor & Francis Ltd (Sales) Experiential Education in the College Context What it is How it Works and Why it Matters
Book SynopsisExperiential Education in the College Context provides college and university faculty with pedagogical approaches that engage students and support high-impact learning. Trade Review"This book is an important, insightful and practical guide to experiential approaches that maximize engagement in teaching and learning. While giving technology its due, Roberts reminds us that higher education’s transformative power is in ‘live encounters.’" —Parker J. Palmer, Founder and Senior Partner of the Center for Courage and Renewal and author of The Courage to Teach"Experiential Education in the College Context is a wonderful, timely antidote to fads and technologies that promise much but often fail to ignite deep thinking and transformational learning. Roberts' book helps us see experiential education as an ecology of methods and theories that, when taken together and designed with caring intent, can ‘revitalize the live encounter’ between students and professors. This book makes a great contribution to the field at just the right time."--Kathleen Knight Abowitz, Chair of the Department of Educational Leadership, Miami University, and Past President, John Dewey Society"Roberts has written a book that both synthesizes and pushes our current examination of education. He combines theory and practice with motivation and design to teach us the importance of framing, empathy, reflection, chunking, processing, ownership, and more, in experiential education. He provides a comprehensive look at how to teach people, not content."--José Antonio Bowen, President of Goucher CollegeTable of ContentsPrefaceForeword PART ONE: THE LANDSCAPE OF EXPERIENTIAL EDUCATIONChapter 1: Introduction Chapter 2: Defining Experiential Education Chapter 3: Models and Methodologies of Experiential EducationChapter 4: The Instructional Paradigm: Leaving Safe Harbors PART TWO: PRINCIPLES AND PRACTICES OF EXPERIENTIAL EDUCATIONChapter 5: Design and Experiential Education Chapter 6: Facilitation and Experiential Education Chapter 7: Assessment and Experiential EducationChapter 8: The Integrated, Experiential Campus Afterword
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Taylor & Francis Ltd The Teaching Instinct
Book SynopsisHow we select, prepare, and support teachers has become a surprisingly common topic among journalists, politicians, and policymakers. Contemporary recommendations on teaching and teachers, whatever their intentions, fail to assess this deeply human activity from its historical roots. In The Teaching Instinct: Explorations Into What Makes Us Human, Kip Téllez invites us to reappraise teaching through a wide lens and argues that our capacity to teach is one part culture, two parts genetic. By rescuing the field of instinct psychology from the margins, this challenging book explores topics as diverse as teaching in other species, teaching across human cultures, and the development of teaching in young children, finally drawing readers into a discussion about how our teaching instinct influences modern teacher learning, selection, and preparation. Drawing on disciplines as diverse as comparative biology, evolutionary psychology, and teacher education policy, Téllez warns us that Table of ContentsContents1. What Is Teaching? What Is Instinct?2. Teaching in Other Species3. When Do We Know How to Teach?4. Is Teaching Universal in Human Cultures?5. How Do We Find the Instinct, and Can It Be Measured?6. "You Didn’t Know What You Didn’t Know": Steven’s Story7. Concluding ThoughtsAppendix: Parenting as TeachingReferences
£42.99
Taylor & Francis Ltd Phonological Skills and Learning to Read
Book SynopsisIn this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time.Phonological Skills and Learning to Read will contiTrade ReviewThis book really gives one the feeling that progress has been made. The meticulous stock-taking evident in the extensive literature review has brought this out. The great puzzle of the phoneme in literacy is virtually solved. The hunt for this solution has been one of the most exciting enterprises in psychology today. Moreover, it has brought developmental psychology into direct contact with educational practice. This book is scholarly yet clear, didactic yet fun to read. It can be recommended to anybody who has ever wondered how children learn to read…I am wholly enthusiastic about this book, and I believe that it will be much in demand as a set course book. - Uta Frith, MRC Cognitive Development Unit, London, UK Goswami and Bryant have provided us with an excellent book. It is clearly written and a delight to read. It is relevant to both theory and the practical task of teaching children to read. It will, deservedly, be read by a wide audience. - Margaret Snowling, Journal of Child Psychology and Psychiatry I have thoroughly enjoyed reading this monograph…The argument is a delight…This will be a very valuable contribution to thinking about the role of phonological processing in reading and in learning to read, but it will also be usable as an undergraduate text. I shall certainly consider using it to support my own course on Reading and Understanding. -Geoffrey Underwood, University of Nottingham, UK Goswami and Bryant assemble an impressive number of research studies which bear on their thesis, outlining them clearly and succinctly. They write persuasively but never dogmatically, revealing a refreshing willingness to give credit to theoretical positions other than their own. This book deserves serious attention by all those who are keen to relate the practice of the teaching of reading to theory which is firmly grounded in careful empirical work. -Katherine Perera, The Times Higher Education Supplement Perhaps the real contribution of this attractive monograph is that it offers a new conceptualisation of the relationship between speech and literacy which can give an exciting direction for future research. -P.H.K. Seymour, The Times Higher Educational Supplement I think this is an excellent and timely book. It has been a pleasure reviewing it. -Charles Hulme, University of York, UKThis is a revised edition of the authors' groundbreaking work, which revists their theory about how phonlogical skills support the development of literacy. This new edition evaluates research from the past 25 years and examines fresh evidence from a wide variety of associated fields, assessing how the original theory stands the test of time. - Neil Henty, Early Years EducatorTable of ContentsPraise for the First EditionIntroduction to the Classic Edition1 Phonological Awareness and Reading. 2 How Children Read Words.3 Spelling and Phonological Awareness. 4 How Children Read and Write New Words. 5 Comparisons with Backward Readers and Spellers.6 Correlations and Longitudinal Predictions.7 Teaching Children About Sound. 8 Do Children Read and Fail to Learn to Read in Different Ways from Each Other. 9 Theories About Learning to Read.Index
£43.99
Taylor & Francis Ltd Learning and Collective Creativity
Book SynopsisThis book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.Table of ContentsActivity-Theoretical and Sociocultural Approaches to Learning and Collective Creativity: An Introduction Annalisa Sannino and Viv Ellis Part 1. Creative Collective Endeavors as Pathbreakers of New Learning 1. Musical Creativity And Learning Across The Individual And The Collective Karin Johansson 2. Critical Transitions in the Pursuit of a Professional Object: Simone de Beauvoir’s Expansive Journey to Become a Writer Annalisa Sannino 3. Beyond Traditional School Learning: Fostering Agency and Collective Creativity in Hybrid Educational Activities Katsuhiro Yamazumi 4. Interagency, Collective Creativity, and Academic Knowledge Practices Kai Hakkarainen, Kaisa Hytönen, Juho Makkonen, Pirita Seitamaa-Hakkarainen, and Hal White Part 2. Creative Production and Innovation as Collective Activities Crossing Epistemic Boundaries 5. Resourceful Leadership: Revealing the Creativity of Organizational Leaders Anne Edwards and Marc Thompson 6. Knowledge Sharing in Professions: Working Creatively with Standards in Local Settings Sten Ludvigsen and Monika Nerland 7. Researching Technologies for Enhancing Collective Creativity in Interagency Working Harry Daniels and Peter Johnson 8. Creative Encounters, Collaborative Agency and the Extraordinary Act of the Meeting of a Need and an Object Reijo Miettinen Part 3. Interventions Mobilizing Creative Efforts in Collective Problem Solving and Development of Activities 9.Creative Tools for Collective Creativity: The Serious Play Method Using Lego Bricks Klaus-Peter Schulz and Silke Geithner 10. Learning, Social Creativity, and Cultures of Participation Gerhard Fischer 11. Professional Creativity: Towards a Collaborative Community of Teaching Viv Ellis 12. Collective Concept Formation as Creation at Work Yrjö Engeström
£50.34
Cambridge University Press Thinking in Education
Book SynopsisThe first edition of Thinking in Education made a case for inserting thinking into all levels of education by infusing critical thinking into existing disciplines. Matthew Lipman, a leading education theorist, provided procedures to enable students at all levels of education to become more thoughtful, more reasonable, and more judicious. In the 12 years since the first edition was published, the author has broadened his approach to teaching thinking. While critical thinking is important and highly valuable, it is not sufficient; students must develop creative and caring thinking as well. This edition provides methods for integrating emotive experience, mental acts, thinking skills and informal fallacies into a concerted approach to the improvement of reasoning and judgment. It also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of the education of children at risk.Trade Review"This book highlights, very appropriately, why thinking needs improving in schools. It illustrates, in a variety of ways, how teachers could encourage their pupils in thought-provoking debates....This book would be a useful resource to anyone involved in teaching philosophy, citizenship or subject-specific thinking." British Journal of Educational StudiesTable of ContentsPart I. Education for Thinking: 1. The reflective model of educational practice; 2. Approaches in teaching for thinking; 3. Obstacles and misconceptions in teaching for thinking; Part II. Communities of Inquiry: 4. Thinking in community; 5. The community of inquiry approach to violence reduction; Part III. Orchestrating the Components: 6. The emotions in thinking and in education; 7. Mental acts; 8. Thinking skills; Part IV. Education for the Improvement of Thinking: 9. The transactive dimensions of thinking; 10. Education for critical thinking; 11. Education for creative thinking; 12. Education for caring thinking; 13. Strengthening the power of judgment.
£37.04
Cambridge University Press Sociocultural Approaches to Language and Literacy
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Cambridge University Press Early Learning and Development CulturalHistorical Concepts in Play
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Cambridge University Press Childrens Problems in Text Comprehension
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Cambridge University Press Special Education in Context
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Cambridge University Press Childhood Programs and Practices in the First Decade of Life
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Cambridge University Press Towards Discursive Education
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Cambridge University Press Developmental Contexts in Middle Childhood
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Cambridge University Press Towards Discursive Education Philosophy Technology and Modern Education
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