Teaching skills and techniques Books
Taylor & Francis Classroom Authority Theory Research and Practice
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£128.25
Taylor & Francis Content Area Reading and Learning
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£78.84
Taylor & Francis Help Seeking in Academic Settings
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£44.64
Taylor & Francis Interdisciplinary Education in the Age of Assessment
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£49.39
Taylor & Francis Inside the Social Studies Classroom
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£49.39
Taylor & Francis Childrens Learning in Laboratory and Classroom Contexts
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£128.25
Taylor & Francis The Origins of Mathematical Knowledge in Childhood
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£128.25
Taylor & Francis Automated Scoring of Complex Tasks in ComputerBased Testing
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£56.04
Taylor & Francis Sexual Identities in English Language Education Classroom Conversations
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£156.75
Taylor & Francis Cooperative Learning for Intercultural Classrooms
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£128.25
Taylor & Francis Cooperative Learning for Intercultural Classrooms
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£35.14
Taylor & Francis Reading Fundamentals for Students with Learning Difficulties Instruction for Diverse K12 Classrooms
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£128.25
Taylor & Francis Teaching Music
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Taylor & Francis Quality Teaching and the Capability Approach
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£42.74
Taylor & Francis Nurturing Nature and the Environment with Young Children
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£128.25
Taylor & Francis Imagination for Inclusion
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£44.64
Taylor & Francis Public Sociology Capstones
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£52.24
Taylor & Francis The Listening Advantage
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£128.25
Taylor & Francis The Listening Advantage
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£37.99
Taylor & Francis Multidisciplinary Approaches to Art Learning and Creativity Fostering Artistic Exploration in Formal and Informal Settings Routledge Research in Education
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£128.25
Taylor & Francis Freud Lacan Zizek and Education
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£128.25
Taylor & Francis Affect in Literacy Learning and Teaching
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£128.25
Taylor & Francis Crosscultural Literacy Ethnographies of Communication in Multiethnic Classrooms Routledge Library Editions Literacy
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£42.74
Taylor & Francis Protean Literacy Extending the Discourse on Empowerment Routledge Library Editions Literacy
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£31.99
Taylor & Francis Arguing Reasoning and Thinking Well
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£147.25
Taylor & Francis Arguing Reasoning and Thinking Well
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£73.14
Taylor & Francis Filmed School
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£44.64
Taylor & Francis Understanding the HighScope Approach Early Years
Book SynopsisUnderstanding the HighScope Approach is a much-needed source of information for those wishing to extend and consolidate their understanding of this innovative education programme. It will enable the reader to analyse the essential elements of the HighScope approach to early childhood and its relationship to high-quality early years practice.This second edition contains all the original content, which covers all areas of the curriculum including learning environment, plan-do-review, adult-child interaction and assessment, but has been updated to be fully in line with the latest changes to research, policy and practice. New topics and features include:â outdoor play and learningâ using the HighScope approach with children with special needs and who speak English as an additional languageâ managing the approach with bigger class sizesââthe implementation of technology with children in HighScope settingsâ a selection of new photographsWritten to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, childrenâs centre professionals, lecturers, advisory teachers, head teachers and setting managers.Table of ContentsIntroduction 1. History and research 2. An overview of HighScope 3. Active Learning 4. The learning environment 5. The daily routine 6. Adult-child interaction 7. Assessment and teamwork 8. The future Index
£114.00
Taylor & Francis Using Student Feedback to Improve Learning Materials
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£114.00
Taylor & Francis Classroom Composition and Pupil Achievement 1986 A Study of the Effect of AbilityBased Classes Routledge Revivals
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£114.00
Taylor & Francis Dyslexia and Inclusion Classroom Approaches for Assessment Teaching and Learning nasen spotlight
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£114.00
Taylor & Francis The Routledge Handbook of Teaching Landscape
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£204.25
Taylor & Francis Teaching Landscape
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£128.25
Taylor & Francis Teaching Landscape
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£41.99
Taylor & Francis Alternative Educational Programmes Schools and Social Justice
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£128.25
Taylor & Francis Poppers Approach to Education
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£31.99
Taylor & Francis Improvising the Curriculum
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£35.14
Taylor & Francis Navigating Gender and Sexuality in the Classroom
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£31.99
Taylor & Francis Higher Education and Professional Ethics
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£142.50
Taylor & Francis Uncoupling Convention Psychoanalytic Approaches to SameSex Couples and Families 1 Bending Psychoanalysis Book S
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£109.25
Taylor & Francis Ltd Exploring Challenging Picturebooks in Education
Book SynopsisWhat should children and students read? This volume explores challenging picturebooks as learning materials in early childhood education, primary and secondary school, and even universities. It addresses a wide range of thematic, cognitive, and aesthetic challenges and educational affordances of picturebooks in various languages and from different countries. Written by leading and emerging scholars in the field of picturebook studies and literacy research, the book discusses the impact of challenging picturebooks in a comprehensive manner and combines theoretical considerations, picturebook analyses, and empirical studies with children and students. It introduces stimulating picturebooks from all continents and how they are used or may be used in educational settings and contexts. The chapters touch on subjects like reading promotion, second-language acquisition, art education, interdisciplinary learning, empathy development, minority issues, and intercultural competence. MorTrade Review"[The] case studies illuminate professional practice and there are plenty of applicable ideas for how to promote empathy and to use challenging picture books in ways that engage and hold potential for reframing how books and reading might be considered by non traditional readers. An engaging book that offers potential for developing professional practice." - Jake Hope, The School Librarian "On the wbole, Exploring Challenging Picture-books in Education offers an expansive, outward-looking evaluation of this exciting medium in varying contexts. Altbough many of us who study and teach children's literature have long celebrated the joy of reading picturebooks with our students, the triumph of this volume is its dedication to empirical research and to showing, in concrete terms, how picturebooks work to change readers' worldviews." - Lauren Rizzuto, Independent scholar, USATable of ContentsIntroduction: Challenging Picturebooks in EducationÅse Marie Ommundsen, Gunnar Haaland, and Bettina Kümmerling-MeibauerPart I Theoretical Perspectives on Challenging Picturebooks in Education1 Cognitive Challenges of Challenging PicturebooksBettina Kümmerling-Meibauer and Jörg Meibauer2 Challenging Picturebooks and Literacy StudiesJennifer Farrar, Evelyn Arizpe, and Julie McAdamPart II Challenging Picturebooks in Early Childhood and Primary Education3 Interpreting and Mediating a Wordless Picturebook in Pre-primary Early English Language LearningSandie Mourão4 Picturebooks and Aesthetic Literacy in Early Childhood EducationMarnie Campagnaro5 Cognitively Challenging Picturebooks and the Pleasures of Reading: Explorative Learning from Picturebooks in the ClassroomÅse Marie Ommundsen6 Picturebooks that Challenge the Young English Language LearnerJanice Bland7 Gender Diversity in Picturebooks: Challenges of a Taboo Topic in Portuguese SchoolsEmanuel Madalena and Ana Margarida RamosPart IIIChallenging Picturebooks in Secondary and Tertiary Education8 Intercultural Learning through Peter Sís’ The Wall: Teenagers Reading a Challenging PicturebookSissil Lea Heggernes9 Challenging Picturebooks in the School Library: An Untapped Resource?Åse Kristine Tveit10 Exploring a Challenging Picturebook Gospel in the ClassroomGunnar Haaland, Eivind Karlsson, Anne Kristine Øgreid, and Åse Marie Ommundsen11 The Challenge of Creativity: Using Picturebook Sequencing for Creative WritingBjörn Sundmark and Cecilia Olsson JersPart IVGlobal Perspectives Pertaining to Challenging Picturebooks in Education12 Crossing Boundaries of Age, Culture, and Time with Challenging PicturebooksSandra L. Beckett13 Confronting the Trauma of the Child Evacuee: Picturebooks as Entrances to Visual LiteracyMia Österlund14 Challenging the Status Quo with Picturebook and App: A Canadian Case Study Margaret Mackey15 Publishing Challenging PicturebooksLaura LittleIndex
£35.14
Taylor & Francis Ltd BIM Teaching and Learning Handbook
Book SynopsisThis book is the essential guide to the pedagogical and industry-inspired considerations that must shape how BIM is taught and learned. It will help academics and professional educators to develop programmes that meet the competences required by professional bodies and prepare both graduates and existing practitioners to advance the industry towards higher efficiency and quality.To date, systematic efforts to integrate pedagogical considerations into the way BIM is learned and taught remain non-existent. This book lays the foundation for forming a benchmark around which such an effort is made. It offers principles, best practices, and expected outcomes necessary to BIM curriculum and teaching development for construction-related programs across universities and professional training programmes. The aim of the book is to: Highlight BIM skill requirements, threshold concepts, and dimensions for practice; Showcase and introduce triedTable of ContentsSECTION 1: FOR STUDENTS AND TRAINEES Section 1-1: Foundations and threshold concepts 1. Foundational concepts for BIM Rafael Sacks and Ergo Pikas 2. BIM technologies, tools, and skills Hamid Abdirad and Carrie Sturts Dossick 3. Understanding BIM to translate it into action Cenk Budayan and Yusuf Arayici 4. Collaboration in BIM-based construction networks Bimal Kumar and Benny Raphael Section 1-2: BIM applications 5. Towards adopting 4D BIM in construction management curriculums: A teaching map Faris Elghaish, Sepehr Abrishami, Salam Al-Bizri, Saeed Talebi, Sandra Matarneh, and Song Wu 6. Cost management-based BIM: Skills, implementation, and teaching map Faris Elghaish, Saeed Talebi, and Song Wu 7. Building information modelling for facilities management: Skills, implementation, and teaching map Sandra Matarneh and Faris Elghaish 8. BIM, sustainability and energy optimization Zeynep Işık, Yusuf Arayici, Hande Aladağ, Gökhan Demirdöğen, and Farzad Khosrowshahi 9. BIM for safety planning and management Sambo Zulu, Allen Wan, Farzad Khosrowshahi, and Mark Swallow Section 1-3: Advanced discussions 10. Understanding BIM information management processes through international BIM standards Mohammad Alhusban 11. Scholarship of BIM and construction law: Myths, realities, and future directions Oluwole Alfred Olatunji and Abiola Akanmu 12. Interoperability and emerging smart technologies Gökhan Demirdöğen, Zeynep Işık, Yusuf Arayici, and Hande Aladağ 13. BIM and ethics Nicholas Nisbet SECTION 2: FOR EDUCATORS AND TRAINERS 14. BIM teaching and learning frameworks in construction-related domains: What the literature says Reza Taban, Mohsen Kalantari, and Elisa Lumantarna 15. Educating the "T-shaped" BIM professional: Lessons from academia Igor Martek, Wei Wu, Mehran Oraee, and M. Reza Hosseini 16. Developing digerati leaders: Education beyond the building information modelling (BIM) ecosystem Eleni Papadonikolaki 17. Incorporating collaborative problem solving (CPS) principles in BIM education Abbas Mehrabi Boshrabadi, Mehran Oraee, Igor Martek, and M. Reza Hosseini 18. BIM education assessment: Guidelines for making it authentic Abbas Mehrabi Boshrabadi, Mehran Oraee, Igor Martek, and M. Reza Hosseini 19. Using gamification and competitions to enhance BIM learning experience Ajibade A. Aibinu, Teo Ai Lin Evelyn, Juan S. Rojas-Quintero, M. Reza Hosseini, Chiranjib Dey, Reza Taban, and Tayyab Ahmad 20. An Australian consolidated framework for BIM teaching and learning Sas Mihindu and Professor Farzad Khosrowshahi
£43.69
Taylor & Francis Ltd Indirect Education
Book SynopsisIndirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research. The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts. Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academTable of ContentsIntroduction. Expanding the forms of education1 Justification. Education is indirect by nature—so what’s the problem?2 Teaching. Four forms of teaching. Excerpts from observations at a secondary school 3 Communication. Janus-faced forms of indirect communication. Teacher interview and thought experiments 4 Ethics. Where is the boundary between the ethical and the unethical regarding teachers’ indirect actions? A case study 5 Time. How may ‘genuine time’ be an integral element in student’s existence? A case study6 Education research. The direct and indirect paths of education research 7.The educational researcher. Ironic indirection and the 'I' in education research Afterword. The wisdom of teachers. A conversation with three teachers
£37.04
Taylor & Francis Ltd Supporting Disabled Students in Higher Education
Supporting Disabled Students in Higher Education is a practical and inclusive handbook designed to ensure disabled students are supported in their journey through mainstream higher education. Informed by case studies, this essential guide highlights how this can be achieved through the adoption of practical, reasonable adjustments. Coupled with recommendations for best practice across higher education, this book outlines experiences and barriers to inclusion and provides detailed guidance for inclusive practices including adjustments to accommodation, accessing physical and virtual learning spaces, teaching activities, developing the curriculum and assessment.Written by an experienced dyslexia and disability coordinator within higher education, chapters encourage readers to develop a greater understanding of the impact that disabilities may have on students' academic progress. Areas explored include: Specific learning difficulties (SpLD)
£24.99
Taylor & Francis Ltd 100 Teaching Ideas that Transfer and Transform
Book SynopsisExpand your teaching repertoire with this unique collection of instructional ideas. Author Frank T. Lyman Jr., esteemed educator and creator of the Think-Pair-Share model, offers ways to help students think critically, encounter puzzling phenomena and seek explanations, think before responding, listen to responses from others, create their own questions, visualize a scene, employ problem-solving strategies, and more. Appropriate for teachers of all grades and subjects, the ideas address the pursuit of true learningwanting to learn, how to learn, and enabling to learnand can easily be adapted and applied to a wide variety of contexts. The book's format allows you to pick and choose activities for your own professional development journey and make them your own, so you can expand your teaching toolbox and bring more students to deeper levels of learning. Trade Review"Dr. Frank Lyman is the creator of the widely applied Think-Pair-Share technique, and it is a symbol of his genius. In this book, he shares a treasure trove of educational nuggets, compiled over a 60-year career. Beginning teachers and veteran educators will benefit equally from his remarkable insights about the craft of teaching."--Jay McTighe, Author and consultant, Co-author of the Understanding by Design® series"This is a MUST HAVE book for all teachers. Dr. Lyman has worked tirelessly to compile this comprehensive book that covers everything for teachers. It is filled with information, strategies, and ideas that every teacher needs. It is structured in a user-friendly format that allows the teacher to select topics that pertain to his/her specific need. Whether you are new to the field of education or you are a seasoned educator, you need this book! Dr. Lyman KNOWS how to reach and inspire teachers."--Sharon Olson, Student Intervention Support Teacher, Annapolis, Maryland"I have known and worked with Frank Lyman for forty years, a period when he explored and wrote about ways to help teachers and students work collaboratively and think critically. 100 TEACHING IDEAS is the result of what he has learned in his quest, and it is MUST in every teacher’s library. This book contains a set of tested principles and activities for teachers at all levels who want to help their students "learn how to learn" and to use all aspects of their brains to think more effectively."--Richard Arends, Professor of Educational Leadership and Dean Emeritus, Connecticut State University"This book is for the thinking teacher who desires to make a difference in the effectiveness of students' learning. The contents will benefit the beginning teacher as well as the one who has taught for forty years. Each section of the book stands alone, encouraging the teacher to read, think deeply and apply the ideas presented."--John Strebe, Educational Consultant, Former Secondary Math Teacher, and Author of Engaging Students Using Cooperative Learning (Routledge, 2017)."As I once learned from the concept of metacognition, 'a teacher’s goal is to help create critical thinkers and independent learners.' The abundance of ideas in this book can assist any curious educator in achieving that goal."--Francis M. Baranson, Former Middle School Science Teacher, Maryland"Frank Lyman has already transformed the landscape of teaching with, among many other contributions, the introduction of his Think/Pair/Share model. Here he provides teachers (of all skill levels) with an invaluable resource, an easy-to-read, easy-to-access "toolbox" of a book, chock-full of ways to engage, instruct, and, ultimately, transform students into lifelong learners. Ideal for teacher readings groups."--David Michael Slater, author of We're Doing It Wrong: 25 Ideas in Education That Just Don't Work--And How to Fix ThemTable of ContentsSECTION I Learning to Learn—the Student as Aware and Persevering Thinker 1 Inspire to Inquire 2 Connectors of the Mind 3 Enfranchise Student Minds 4 Teach Them Metacognition 5 A Cognitive Path to Solutions 6 Linking the Thinking 7 Student Experts 8 Students as Knowledge Makers 9 Decisions—Rationales and Consequences 10 Ask Me a Question 11 Mind Hopping 12 The Learning Theory Lab 13 Work on Attitude 14 The Seemly Side 15 Habits of Mind and Conscience 16 Metastrategics 17 Not the Answer but the Plan 18 Teach Students How to Teach 19 Let Students Be Rule Makers 20 Student Test Making 21 Note Making 22 Hear It, See It, Say It, Beat It, Write It, Drop It 23 Spell With Two L’s SECTION II Literacy—The Student as Reader, Writer, Speaker, and Listener 24 Unfluff Their Brains; Read to Them 25 Reading as Seeing With Hearing 26 Comprehension or Memory? 27 Novel Beginnings 28 Verse Power 29 Poetry and Memory 30 Books—the Classroom Currency 31 Book Reports 32 Teach Through Stories 33 Biblioallusions 34 The Reading Wheel 35 Repeat for Fluency 36 Character Relationship Analogies 37 People Links 38 The Story Theater Chain 39 "Why Not Let Them All Act?" 40 What to Write About: A Personal Question 41 History Writing 42 Use Parallel Plots 43 "Transprose" to Poetry 44 Problem-Centered Story Design 45 Teach Craft Through Models in Expository Writing 46 The Verve of the Verb 47 Recreating Scenes 48 See It, Be It, Feel It 49 Metaphor Training 50 Essay Essence 51 Essay Design 52 Model Quality by Excerpt Publishing 53 Let Words Define Themselves 54 See the Sentence 55 Deconstruct and Reconstruct 56 The Handwriting Game 57 Foreign Language Interest SECTION III The Voice of the Student—Honoring and Motivating the Individual 58 Relevance 59 Class Building Through Weird Facts 60 Cooperative Learning 61 Be Charlotte to Their Wilbur 62 Every Morning an Itinerary 63 Bring Forward the Big Ideas 64 Response-in-Kind 65 When Students Talk, Take Notes 66 Conversations That Last 67 Affect, Its Effect 68 Catch Correctness and Goodness 69 Test for What They Know, Not for How Well They Decipher the Question 70 Assessment Through Visuals 71 Make Math Talk Concrete 72 Walk a Mile in Another’s Shoes 73 Mistake Collecting 74 Bridge In and Out 75 Schoolwork at Home 76 Know Thyself 77 Avoiding the Deadly Intersection 78 Beware of Myths 128 SECTION IV Banks of the River—Classroom Flow for the Engagement of All Students 79 A River Needs Banks to Flow 80 Every-Student-Response 81 Planning by Template 82 Allow Think Time After a Question; This Isn’t "Jeopardy" 83 All the Wait Times 84 Setting of the Cornerstone 85 Whole Before Part 86 Think-Pair-Share. . . 87 Put it Into Hands 88 Be Neither Concrete nor Abstract: Be Connected 89 Translate 90 Wake the Kingdom: Make Expectations Clear 91 Student Learning Seconds Lost 92 Metering 93 Ride the Wave 94 Keep the Horse in the Barn 95 Old-Fashioned Seating, With a Twist 96 The Nine A.M. Letter 97 Notice Students at Beginnings, Endings, and Outside 98 Outside of Business 99 Punish Not All for the Sins of the Few 100 When All Else Has Failed
£28.99
Taylor & Francis Ltd Deaf and Hard of Hearing Multilingual Learners
Book SynopsisThis critical resource provides foundational information and practical strategies for d/Deaf or hard of hearing (d/Dhh) multilingual learners. These learners come from backgrounds where their home languages differ from the dominant spoken or sign languages of the culture. This book is a one-stop resource for professionals, interventionists, and families, helping them to effectively support the diverse needs of d/Dhh multilingual learners by covering topics such as family engagement, assessment, literacy, multiple disabilities, transition planning, and more. The book provides vignettes of learners from 25 countries, discussion questions, and family-centered infographic briefs that synthesize each chapter. Deaf and Hard of Hearing Multilingual Learners is a groundbreaking step towards better supporting the many languages and cultures d/Dhh students experience in their lifetimes through strength-based and linguistically responsive approaches. Trade Review"This collection shows teachers, interventionists, and professionals how to navigate just that. The editors collaborated with other deaf education experts to cover topics such as family engagement, assessment, collaboration, literacy, multiple disabilities, and transition planning, featuring case studies of young language learners from 25 countries with resources. "-J. F. Andrews, CHOICETable of Contents1. Learners who are d/Deaf or Hard of Hearing and Multilingual: Perspectives, Approaches and Considerations 2. Family Engagement: Developing Partnerships for d/Deaf and Hard-of-Hearing Multilingual Learners 3. Developing a Comprehensive Language Profile to Support Learning: The Assessment of d/Deaf and Hard-of-Hearing Multilingual Learners 4. Language Development, Assessment, and Intervention for d/Deaf and Hard-of-Hearing Multilingual Learners 5. d/Deaf and Hard-of-Hearing Multilingual Learners and Literacy Instruction 6. Leadership and Collaboration in School Settings for d/Deaf and Hard-of-Hearing Multilingual Learners 7. d/Deaf and Hard of Hearing Multilingual Learners with Disabilities: A Case Study of a Learner who is Deaf with Autism Spectrum Disorder and from an Immigrant Family 8. Transition for d/Deaf and Hard-of-Hearing Multilingual Learners: Guiding Principles and Planning Tools
£37.04
Taylor & Francis Ltd Action Research for Change and Development
Book SynopsisFirst Published in 1991, Action Research for Change and Development presents a collection of papers evolved from an international symposium on Action Research in Higher Education, Government and Industry held in Brisbane in 1989. The book is structured in three parts. Part one consists of reflections on the meaning and theoretical foundation of action research. Part two discusses various aspects of action research methodology; and Part three presents case studies of action research. The aim of the book is to bring together international experts in action research in higher education in order to present and discuss a variety of models of action research which have been developed in parallel in many parts of the world. This book will be an essential read for scholars and researchers of education, higher education, business, industry, and community development. Table of ContentsNew Preface Acknowledgements Foreword Introduction Part I: Reflections on the Foundations of Action Research 1. Defining, Confining or Refining Action Research? 2. Towards Action Research Systems 3. From Action Research to Collaborative Enquiry: The Processing of an Innovation 4. Improving Education Through Action Research Part II: Methodology 5. Do we need an Alternative Methodology for Doing Alternative Research? 6. Developing Constructive Action: Personal Construct Psychology, Action Research and Professional Development 7. Action Research as a Model of Professional Development Part III: Case Studies 8. Action Research in Teacher Education 9. Action Research for Aboriginal Pedagogy: Beyond ‘Both-ways’ Education? 10. Action Research in Medical Education: Improving Teaching via Investigating Learning 11. Action Research in Facilitating Change in Institutional Practice Notes on Contributors Appendix One: List of Symposium Participants Appendix Two: Symposium Program
£99.75
Taylor & Francis Ltd Exploring Communities of Practice in Further and
Book SynopsisDrawing on international research and professional practice, this book provides a rich, detailed, and accessible guide to Communities of Practice (CoP) theory, with information on how the theory is constructed, the research that it rests on, and the ways that it has been used in thinking about learning and teaching in the further and adult education sectors. Exploring Communities of Practice in Further and Adult Education introduces CoP theory and the theory of learning that goes with it. It provides empirical examples of CoP research from a range of settings, including further and adult education, to illustrate how CoPs form and work within educational settings, including thinking about assessment and evaluation. It also explores how different CoPs work together and can learn from each other. With these key elements described, this book demonstrates how CoPs can be used in further and adult education settings to help understand more about how students and staffTable of ContentsContentsAcknowledgementsIntroductionChapter One:What is a community of practice, and why do I need to know?Chapter TwoWhere is the learning in a Community of Practice, and how does it happen?Chapter ThreeCommunities of Practice in further and adult education: what can we learn from the research?Chapter FourSetting up a Learning ArchitectureChapter FiveWhat Can Communities of Practice Actually Do? And What Can’t They Do?Chapter SixConstellations, boundaries, and brokersChapter SevenAssessment within a Community of PracticeChapter EightCommunities of Practice: opportunities and challenges for the further and adult education sectorsReferencesIndex
£24.99