Primary and middle schools Books
Taylor & Francis Ltd The School Leaders Year
Book SynopsisThis practical handbook offers a month-by-month guide to the curriculum, assessment, progress, and leadership over the school year. It provides a clear, comprehensive, and coherent structure to the academic year helping school leaders to prioritise their time and workload, supporting them and their team to work as efficiently and effectively as possible.Considering the statutory and key leadership activities from admissions, induction, transitions, and parents' evenings to coursework, timetabling, assessment, staff performance, and much more, the book provides a clear plan of action to ensure school leaders have prepared their work at the optimal time over the year. Each chapter features tried-and-tested strategies to help schools put robust systems and processes in place alongside guidance on sustaining pace, developing resilience, and exam preparation and technique. Full of practical tips to help improve progress and including real-world examples of leaTrade Review"This is a useful book for new and aspiring school leaders, including headteachers. It breaks down the tasks of running a primary or secondary school by calendar month, providing a structural overview of the school year. This will help leaders plan and prioritise their time and workload, and puts the emphasis on impact, keeping the focus on outcomes for school effectiveness." - Jo Sennitt, The School LibrarianTable of ContentsAcknowledgements About the author Introduction PART 1 – Autumn Term: Sowing Seeds September October November December PART 2 – Spring Term: Nurturing Growth January February March April PART 3 – Summer Term: Reaping the Harvest May June July August Concluding thoughts Suggested websites Bibliography
£18.99
Taylor & Francis Ltd Sculpting New Creativities in Primary Education
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£128.25
Taylor & Francis Ltd Language Learning and Intercultural Understanding in the Primary School
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£128.25
Taylor & Francis Ltd Language Learning and Intercultural Understanding in the Primary School
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£21.99
Taylor & Francis Ltd Rethinking Schools and Renewing Energy for Learning Research Principles and Practice
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£42.74
Taylor & Francis Outdoor Learning Research
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£39.99
Taylor & Francis Ltd Translanguaging in EFL Contexts
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£39.99
Taylor & Francis Music Lessons for a Living Planet
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£49.99
Taylor & Francis Teaching Literacy Effectively in the Modern Classroom for Ages 58
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£123.50
Taylor & Francis Ltd Teaching Literacy Effectively in the Modern Classroom for Ages 912
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£137.75
Taylor & Francis Ltd Alphabetics for Emerging Learners
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£128.25
Taylor & Francis Ltd Word Aware 1
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£128.25
Taylor & Francis Ltd Training Teachers in Emotional Intelligence
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£128.25
Taylor & Francis Ltd Modelsbased Practice in Physical Education
Book SynopsisThis book offers a comprehensive synthesis of over 40 years of research on models in physical education to suggest Models-based Practice (MbP) as an innovative future approach to physical education. It lays out the ideal conditions for MbP to flourish by situating pedagogical models at the core of physical education programs and allowing space for local agency and the co-construction of practice.Starting from the premise that true MbP does not yet exist, the book makes a case for the term pedagogical model over alternatives such as curriculum model and instructional model, and explains how learners' cognitive, social, affective and psychomotor needs should be organised in ways that are distinctive and unique to each model. It examines the core principles underpinning the pedagogical models that make up MbP, including pedagogical models as organising centres for program design and as design specifications for developing local programs. The book also explores how a common strucTrade Review"Models-based Practice in Physical Education by Ashley Casey and David Kirk offers significant support to start, continue and enhance your knowledge and appreciation of MPB … This book has enhanced my understanding of the overarching theme of models-based practice. It provides opportunities to enrich practitioners in different aspects of their teaching career. Pre-service teachers, academics and acting teachers (already using models in the field or those who want to know more) can all benefit from this book." – Ryan Forwood, Physical Education MattersTable of Contents1. Why Models-Based Practice? 2. What is Models-Based Practice? 3. The Practice Architectures of Pedagogical Models 4. A Meso Practice Architectures Perspective of Four Pedagogical Models 5. The Implementation and Reconfiguration of Pedagogical Models at the Micro-Level: From Articulation to Actualisation 6. Reorganising Physical Education Through Pedagogical Models: The Possibility of Mbp 7. What Conditions Need to be in Place for Models-Based Practice to Become a Reality in Physical Education?
£39.99
Taylor & Francis Ltd Wellbeing and Resilience Education COVID19 and Its Impact on Education
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£128.25
Taylor & Francis Wellbeing and Resilience Education
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£37.04
Taylor & Francis Ltd Ethics for Teachers and Middle Leaders A Practical Guide
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£128.25
Taylor & Francis Ltd Outdoor Play for Healthy Little Minds
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£128.25
Taylor & Francis Ltd Developing ChildCentred Practice for Safeguarding and Child Protection
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£118.75
Taylor & Francis Ltd Debates in Science Education
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£118.75
Taylor & Francis Ltd Debates in Science Education
Book SynopsisThis fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding.Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including: STEAM education sustainability and climate change science and sensitive issues equity and diversity science and sex education science and religion science and pedagogy (including science inquiry) transition from primary to secondary schoTable of Contents1. Debates in science education Section 1. Debates about the nature and purpose of science education in contemporary society 2. The STEM, STEAM, STEAME debate: what does each term mean and what theoretical frameworks underpin their development? 3. To be debated: teachers should mobilize science students to help replace capitalism 4. Debates, intimacies, affects and agencies: science education in the ‘hard’ climate change era 5. Climate change education 6. Science education for citizenship: contributions from knowledge of and about science in the context of the COVID-19 pandemic 7. Science and anti-science Section 2. Debates about the relationship between science and science pedagogy 8. Challenges in teaching using inquiry-based science 9. Science as practice? 10. Learning and assessment 11. Science pedagogies from an international and comparative perspective Section 3. Debates about whole-school issues which have a science dimension 12. Inclusion and equity in science education 13. Faith, science and classrooms 14. Sensitive issues in science: the case of relationships and sex education 15. Transition from primary to secondary 16. Creativity in school science 17. Science and mathematics: the mathematical demands of science
£28.99
Taylor & Francis Ltd From Tragic to Magic A Phonological Fairy Tale and Guide to Prepare Children for Literacy
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£20.19
Taylor & Francis Ltd Supporting the Wellbeing of Children with SEND
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£128.25
Taylor & Francis Ltd Becoming an Outstanding Primary School Teacher
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£128.25
Taylor & Francis Ltd Childrens Interests Inquiries and Identities
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£128.25
Taylor & Francis Ltd LearnerOriented Teaching and Assessment in Youth Sport
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£47.49
Taylor & Francis Universal Design for Learning in the Early
Book SynopsisUniversal Design for Learning in the Early Childhood Classroom, Second Edition focuses on proactively designing PreK through Grade 3 classroom instruction, environments, and assessments that are flexible enough to ensure that teachers can accommodate the needs of all the students in their classrooms. Featuring updated language and examples to elevate discussions about inclusion and access along with a stronger anti-bias focus, this second edition includes new content on trauma-informed practice, strength-based approaches, social-emotional learning, family partnerships, and using remote and virtual technology. Highly practical and easy to use, this book remains THE essential guide to UDL in the early years.Table of Contents1. Welcome to This Book and How to Use It 2. Accessibility, Inclusion, and Universal Design 3. Using UDL as a Framework: Providing Multiple Means of Representation 4. Using UDL as a Framework: Providing Multiple Means of Action and Expression 5. Using UDL as a Framework: Providing Multiple Means of Engagement 6. Enhancing Partnerships with Families to Strengthen Learning 7. Where We Are Now and Where We Need to Go 8. Professional Development Resources: Using UDL Across DECAL—Elements to Support Change in Professional Practices 9. What Administrators Need to Know: Using the UDL Framework Across the DECAL—Elements to Improve Outcomes for Teachers and Students
£28.99
Taylor & Francis Ltd Amplifying Informal Science Learning
Book SynopsisThis collection explores the broad landscape of current and future out-of-school science learning environments. Written by leading experts and innovators in informal science learning, these thoughtful and critical essays examine the changing nature of informal institutions such as science museums, zoos, nature centers, planetariums, aquaria, and botanical gardens and their impact on science education. The book examines the learning opportunities and challenges created by community-based experiences including citizen science, makerspaces, science media, escape rooms, hobby groups, and gaming. Based on current practices, case studies, and research, the book focuses on four cross-cutting themes inclusivity, digital engagement, community partnerships, and bridging formal and informal learning to examine how people learn science informally.The book will be of interest to STEM (science, technology, engineering and math) educators both in and out of school desigTable of ContentsPART I: Exhibits and Informal Science Learning 1. Transforming Learning Landscapes: A Radical Model for Informal Science Learning 2. What About AIDS? The Case of the National AIDS Exhibit Consortium and its Traveling Exhibition 3. Designing for Diversity 4. Origin of Interactive Science Centres and the Status of Science Centres in the Middle East 5. Helping Young Children Make Conceptual Connections in a Science Museum 6. How Planetariums Offer Diverse Opportunities to Engage a Broad Audience in STEM 7. Now it’s Africa’s Turn: The Status and Potential of Science Centres and Informal Science Education Initiatives on the ‘Bright Continent’ 8. Teachers as Designers: Learning by Exhibit Prototyping PART II: Engaged with Earth Stewardship 9. Salmon Camp: The Design of an Immersive Science Education Program for Native American Youth 10. Cultivating Sustainability: Youth Food Systems & STEM Learning 11. Wild Hearts: Exploring the Connection between STEM Learning and Conservation Psychology in Zoos and Aquariums 12. Out-of-School Science Education Institutions for Sustainability 13. Informal Learning through Citizen Science: Authentic, Meaningful, Impactful 14. From School-based Citizen Science to Transition-driven Activism with the Community 15. Where You Stand and Why You Stand There: Cultural Competency as a Lens for Understanding Climate Change in the Minds of Rural Pennsylvania Fairgoers PART III: Places and Spaces for Informal Science Learning 16. Libraries are for Science 17. Night Skies and Butterflies: Leisure Science Activities and STEM Interests 18. Chemical Escape Rooms: Bridging the Gap between Formal and Informal Science Learning 19. STEM Applied Learning Programme: Infusing the Formal with the Informal 20. Equitable Access to Making through Public Libraries 21. The Street Code Project: Computational Literacy and the Performing Arts 22. Bridging Informal Science Learning with Schools: The Open Schooling Model 23. Benefits of Engineering Beyond the School Day: Insights from Research 24. Digitally-Mediated Learning Modalities for Computational Thinking: Promises and Challenges for Informal STEAM Learning 25. Outdoor and Outreach: Informal Science Education Outside the Four Walls of Science Centers PART IV: Rethinking Informal Science Learning 26. Creating Awareness of the Challenges of Cross-Cultural Communication in Informal Science Settings Through an Indigenous Lens 27. On-Ramps to Where? 28. Fostering Youth STEM Identities Through Social Network Connections in Informal Science Settings 29. Speculative Design for STEM Learning 30. Limiting Claims about Museums, STEM, and Social Issues 31. The Virtuous Cycle of Affect, Engagement, and Learning 32. Data Narratives for Action: Innovative Approaches to Data Collection and Reporting to Tell the Story of Informal Science Learning 33. Should Science Centres Evict STEM? The 1960s Dream for Peace, Beauty, and Awe versus Cold War Pragmatism and Problem-solving 34. Reflections on 50 Years in the Science Center Profession
£37.04
Taylor & Francis Ltd Amplifying Informal Science Learning
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£128.25
Taylor & Francis Ltd A Guide to Mental Health for Early Years Educators
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£128.25
Taylor & Francis Ltd Navigating the Pedagogical Space for Knowledge Building Classrooms
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£118.75
Taylor & Francis Ltd Navigating the Pedagogical Space for Knowledge
Book SynopsisShowcasing the design and implementation of knowledge building pedagogy, this book for educators and education researchers illuminates this future-oriented instructional and learning approach. In this Knowledge Age, innovation and creative knowledge works are central to the progress of a society; increasing the productivity of knowledge workers remains the main priority of competitive societies. Consequently, developing knowledge building capacity among students becomes one main goal of education. Knowledge building aims to transform school education in a radical way by developing the culture of innovation and knowledge creation in classrooms, from preschools to universities. Knowledge building pedagogy focuses on sustaining idea improvement among students, who develop the collective cognitive responsibility to add value to the learning community. Developed since the 1990s, knowledge building is now a model of instructions researched and advanced with an international Trade Review"I am delighted to see the publication of this book by Seng Chee Tan, who has been working on knowledge building pedagogy for more than 20 years. I first met Tan in early 2000s in Singapore, and have been witnessing how the knowledge building community in Singapore grows over the years. Today, Singapore researchers and teachers are part of the Knowledge Building International, contributing to advancing research, practice, and public awareness of knowledge building. This book reflects Tan’s experience working with teachers, teaching graduate classes, and conducting research in K-12 schools and institutes of higher education. He has chosen the topics for this book—such as principle-based versus procedural-based design, and curriculum for knowledge building—based on his experience and understanding of challenges and struggles that teachers face when they are learning, designing and implementing knowledge building in their classrooms. These are issues pertinent to educators and educational researchers who are interested in knowledge building."-Marlene Scardamalia, Ontario Institute for Studies in Education, University of Toronto"Seng Chee Tan and I share similar interest in innovative pedagogies and educational technology. I know that he has been experimenting with knowledge building in Singapore for more than two decades. His insights into the design and implementing issues related to knowledge building will be useful to other educators."-Chin-Chung Tsai, Chair Professor and Dean, National Taiwan Normal UniversityTable of ContentsSection A: Introduction to Knowledge Building 1. Why Knowledge Building? 2. Images of Knowledge Building Classrooms 3. Design Principles of Knowledge Building 4. Technologies for Knowledge Building 5. Designing Knowledge Building Classrooms Section B: Navigating Challenges of Designing and Implementing Knowledge Building 6. Knowledge Building and Learning 7. Principle-Based Versus Procedural-Based Lesson Design 8. Knowledge Building and School Curriculum 9. Developing Student Epistemic Agency 10. Collaboration for Knowledge Building 11. Teacher Learning, Professional Development, and Knowledge Building 12. Knowledge Building of Knowledge Building
£34.99
Taylor & Francis Ltd Music Sound and Vibration in Special Education
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£128.25
Taylor & Francis Ltd From Tragic to Magic A Phonological Fairy Tale and Guide to Prepare Children for Literacy
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£128.25
Taylor & Francis Universal Design for Learning in the Early Childhood Classroom
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£118.75
Taylor & Francis Ltd A Teachers Playkit for Knowledge Building
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£128.25
Taylor & Francis A Teacherâs Playkit for Knowledge Building
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£32.99
Taylor & Francis Ltd Transforming Teaching
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£128.25
Taylor & Francis Ltd Transforming Teaching
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£21.99
Taylor & Francis Ltd Metacognition and Education Future Trends
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£128.25
Taylor & Francis Ltd Metacognition and Education Future Trends
Book SynopsisMetacognition is crucial to education in a changing world. The role of mobile applications, AI and global issues such as climate change make the need for developing learners with the ability to monitor and control their own thinking increasingly necessary. Metacognitive learners are learners who can draw on their own knowledge of their own thinking processes to optimise the conditions under which they learn best. Metacognitive learners are self-regulating and pro-active in motivating themselves to learn new skills. Metacognitive learners are strategic in terms of managing their own resources to get the best from every learning opportunity and to transfer that knowledge to new areas of work. This book is timely in demonstrating how metacognition research is addressing issues of importance in future education. The chapters are authored by an international group of scholars from four continents, who are experts in the field of metacognition and self regulation research. Drawing Table of ContentsIntroduction; 1. Understanding the role of mind wandering and mindfulness in creativity; 2. Who are the students in metacognition research in high school science education? Reflections on ecological validity, representative design, and generalizability; 3. Teachers’ professional competence to support metacognition; 4. Are students who use the internet to assist with assignments prone to metacognitive overestimations?; 5. The effect of metacognitive use of learning strategies on student test performance; 6. Metacognition and self-regulated learning in manipulative robotic problem-solving task; 7. The role of automatic and analytic processes on mathematics performance: cognitive inhibition and metacognition; 8. Supporting metacognitive and cognitive processes during self-study through mobile learning; 9. Teacher metacognition: Is there a role for personal construct psychology?; 10. Mindfulness as metacognition: Implications for research and practice in education
£38.99
Taylor & Francis Ltd Corpus Linguistics for Writing Development
Book SynopsisCorpus Linguistics for Writing Development provides a practical introduction to using corpora in the study of first and second language learners' written language over time and across different levels of proficiency. Focusing on development in the use of vocabulary, formulaic language, and grammar, this book discusses how corpus research can contribute to our understanding of writing development and to pedagogical practice; reviews a range of corpus techniques for studying writing development from the perspectives of vocabulary, grammar, and formulaic language and interrogates the methodological bases of those techniques; and guides readers to perform practical analyses of learner writing using the R open-source programming language.Aimed at the novice researcher, this book will be key reading for advanced undergraduate and postgraduate students in the fields of education, language, and linguistics. It will be of particular interest to those inteTable of ContentsTable of ContentsPart One: FoundationsChapter 1. Studying Writing Development with a Corpus1. Introduction2. Using a corpus to study writing development3. How does writing development relate to vocabulary, grammar, formulaic language?4. Outline of the bookChapter 2. Learner Corpus Analysis in Practice: Some Basics1. Introduction2. Some housekeeping: getting your computer ready3. Getting to know R and RStudio3.1 Introduction: why learn R?3.2 Entering commands: the Console and Scripts3.3 Functions3.4 Vectors3.5 Getting help4. Some fundamentals of corpus research: encoding, markup, annotation, and metadata5. Corpora used in this book6. Automatically annotating your corpus for part of speech and syntactic relationships6.1 Introduction6.2 Make sure you have the required software6.3 Prepare the corpus for parsing6.4 Make a list of the files you want to process6.5 Run the CoreNLP pipeline7. ConclusionPart Two: Studying Vocabulary in Writing DevelopmentChapter 3. Understanding Vocabulary in Learner Writing1. Introduction2. Theorizing development in vocabulary2.1 Introduction2.2 Breadth, depth, and fluency2.3 Aspects of word knowledge3. Measures of vocabulary development3.1 Introduction3.2 Lexical diversity3.3 Lexical sophistication3.3.1 Word length3.3.2 Word frequency3.3.3 Register-based measures3.3.4. Contextual distinctiveness3.3.5 Semantic measures3.3.6 Psycholinguistic measures4. Complicating factors4.1 Introduction4.2 What is a ‘word’?4.2.1 Defining words4.2.2 Defining word tokens4.2.3 Defining word types4.3 Choosing a suitable reference corpus4.4 Relationships between measures of diversity and sophistication4.5 Vocabulary knowledge depth5. Conclusion6. Taking it furtherChapter 4. Vocabulary Research in Practice: Diversity and Academic Vocabulary1. Introduction2. Measuring vocabulary diversity2.1 Getting the metadata and corpus filenames2.2: Generating CTTR scores2.3 Recording the results2.4 Analysing vocabulary diversity3. Studying academic vocabulary3.1 Preparing the list of academic vocabulary3.2 Converting the parsed corpus to an easier-to-use format3.3 Identifying AVL words in the learner corpus3.4 Visualizing variation in measures3.5 Investigating the patterns4. ConclusionPart Three: Studying Grammar in Writing DevelopmentChapter 5. Understanding Grammar in Learner Writing1. Introduction2. Studying development through grammar2.1 Models of grammar2.2 Selecting and interpreting grammatical features3. Approaches to grammatical development3.1 Varieties of grammatical approaches3.2 Development in grammatical complexity3.3 Multi-dimensional analysis3.4 Usage-based models of development4. Conclusion5. Taking it furtherChapter 6. Grammar Research in Practice: Evaluating Parser Accuracy1. Introduction2. Reading a parsed corpus3. Accuracy evaluation and fixtagging: an introduction4. Accuracy evaluation and fixtagging: a worked example4.1 Hand-annotating a sample of texts4.2 Getting metadata and filenames4.3 Identifying and counting adjectives4.4 Identifying true positives, false positives, and false negatives4.5 Calculating precision and recall4.6 Identifying matches and differences in hand vs. computer parses4.7 Identifying and fixing parsing errors5. Tracing development in a grammatical feature5.1 Counting a feature in texts5.2 Visualizing variation across learner groups6. ConclusionPart Four: Studying Formulaic Language in Writing DevelopmentChapter 7. Understanding Formulaic Language in Learner Writing1. Introduction2. Defining formulaic language3. How can we study formulaic language in a corpus?3.1 A frequency-based approach to studying formulaic language3.2 Lexical bundles3.3 Collocations4. Conclusion5. Taking it furtherChapter 8. Formulaic Language Research in Practice: Academic Collocations1. Introduction2. Identifying collocations in a reference corpus2.1 Editing the parsed corpus2.2 Identifying lemmas and verb + noun combinations2.3 Identifying collocations3. Quantifying the use of academic collocations across learner groups3.1 Preparing the learner corpus3.2 Identifying academic collocations in the learner corpus3.3 Understanding use of academic collocations across levels4. Conclusion
£35.99
Taylor & Francis Ltd Corpus Linguistics for Writing Development
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£118.75
Taylor & Francis Ltd Beginning Reading A balanced approach to literacy instruction in the first three years of school
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£128.25
Taylor & Francis Foundations of Primary Mathematics Education
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£128.25
Taylor & Francis Ltd Rethinking Middle Years
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£128.25
Taylor & Francis Ltd The Value of Drawing Instruction in the Visual
Book SynopsisBy applying philosophical and historical perspectives to drawing instruction, this volume demonstrates how diverse teaching methods contribute to cognitive and holistic development applicable within and beyond the visual arts.Offering a new perspective on the art and science of drawing, this text reveals the often-unrecognized benefits that drawing can have on the human mind, and thus argues for the importance of drawing instruction despite, and even due to contemporary digitalization. Given the predominance of visual information and digital media, visual thinking in and through drawing may be an essential skill for the future. As such, the book counters recent declines in drawing instruction to propose five Paradigms for teaching drawing as design, as seeing, as experience and experiment, as expression, and as a visual language with exemplary curricula for pre-K12 art and general education, pre-professional programs across the visual arts, and continuing education. Trade Review"The drawing activity (and its cousins: sketching, doodling, painting, design, calligraphy, sculpting) can be traced back in time at least to early cave paintings more than 30,000 years ago, or even to rock art hundreds of thousands of years ago. Drawing is at the birth of writing and the archiving of ideas, knowledge, giving us a more powerful means to extend our cognitive horizons than the mere oral traditions. Seymour Simmons brings back to the centre this fundamental activity necessary to each human's learning and development: each of us experiments and flexes our brain, in infancy, to learn about representing shapes, the world, and imagine and set theatrical scenarios, in large part through drawing. Simmons sets the stage for the next paradigm shift in education and beyond, in the current era dominated by computing and the scientific method: that of unleashing our creativity with the use of our body-mind through the various dimensions offered by drawing."-- Frederic Fol Leymarie, Professor of Arts Computing, Goldsmiths, University of London, UK"Seymour Simmons' book is a tour de force, covering the panorama of issues in drawing, the arts, education, philosophy-- indeed, what makes for a full life. The book may well be the best synthesis of Project Zero's contributions to artistic education and artistic knowledge."-- Howard Gardner, Hobbs Research Professor of Cognition and Education, Harvard Graduate School of Education, USA; Senior Director, Harvard Project Zero, and Ellen Winner, Professor of Psychology Emerita, Boston College, USA; Senior Research Associate, Harvard Project Zero"The drawing activity (and its cousins: sketching, doodling, painting, design, calligraphy, sculpting) can be traced back in time at least to early cave paintings more than 30,000 years ago, or even to rock art hundreds of thousands of years ago. Drawing is at the birth of writing and the archiving of ideas, knowledge, giving us a more powerful means to extend our cognitive horizons than the mere oral traditions. Seymour Simmons brings back to the centre this fundamental activity necessary to each human's learning and development: each of us experiments and flexes our brain, in infancy, to learn about representing shapes, the world, and imagine and set theatrical scenarios, in large part through drawing. Simmons sets the stage for the next paradigm shift in education and beyond, in the current era dominated by computing and the scientific method: that of unleashing our creativity with the use of our body-mind through the various dimensions offered by drawing."-- Frederic Fol Leymarie, Professor of Arts Computing, Goldsmiths, University of London, UK"Seymour Simmons' book is a tour de force, covering the panorama of issues in drawing, the arts, education, philosophy-- indeed, what makes for a full life. The book may well be the best synthesis of Project Zero's contributions to artistic education and artistic knowledge."-- Howard Gardner, Hobbs Research Professor of Cognition and Education, Harvard Graduate School of Education, USA; Senior Director, Harvard Project Zero, and Ellen Winner, Professor of Psychology Emerita, Boston College, USA; Senior Research Associate, Harvard Project ZeroTable of ContentsList of FiguresAcknowledgmentsPreface: Toward a Renaissance in Drawing EducationChapter 1: Introduction: Making the Case for Learning to Draw in Changing TimesChapter 2: Beginnings: Drawing as an Innate Human Capacity and a Matter of the Mind Chapter 3: What’s in a Name? The Uses of Philosophy in Drawing EducationChapter 4: Drawing by Design: Connecting Drawing and Design through MathematicsChapter 5: Drawing as Seeing: Observational Drawing in Art, Science, and MedicineChapter 6: Drawing as Experience and Experiment: Creativity in Art and Experimental ScienceChapter 7: Drawing as Expression: Self-Knowledge, Healing, and Societal ConcernsChapter 8: Languages of Drawing: Semiotics and the Search for FundamentalsChapter 9: Toward a Comprehensive 21st Century Philosophy of Drawing EducationReferencesIndex
£37.04
Taylor & Francis The Early Years Handbook for Students and Practitioners
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£118.75