Search results for ""open university press""

What do Amadeus Mozart, David Beckham, Marie Curie and Bill Gates have in common? Answer: all excel in their diverse areas of music, sport, science and computing. The Expert Learner looks at what we know about acquiring such expertise and seeks to apply it to education, particularly to classroom teaching. Challenging the widely held belief that excellence is the result of innate ability, it shows how ability is developed through applied learning and deliberate practice.Drawing on studies about expertise The Expert Learner highlights the importance of: Providing opportunities and support to develop skills Being motivated to succeed Undergoing extensive deliberate practice Building powerful mental models to handle and organise information Receiving continuous and effective feedback to improve performance Developing self-regulation to monitor performance The Expert Learner takes these findings and applies them to education. What opportunities do our institutions offer to our students and how much choice do we really give them? How do we motivate the unmotivated and how do we stretch our higher achieving students? Are we helping learners to think for themselves and to make sense of what they are learning? With its rich source of ideas for expert teaching and learning, this book looks at some of the ways we can achieve 'wide-awake' thinking in the classroom. "Highly readable, plenty of examples, and packed with the power of thinking about learning in a way that can make the difference.This is a book full of optimism - it offers a way to positively think about learning and schools. We are not determined by birth, social status, poverty, wealth ... but we can invest in our learning if we "think" appropriately. Stobart emphasizes not just practice, but deliberate coached practice, he shows the multiplier effect that comes from seizing opportunities or someone creating opportunities, and he shows the importance of risk taking, deep knowledge, creativity, and developing talk about progress."John Hattie, Director, Melbourne Education Research Institute, University of Melbourne, Australia"If I were to recommend just one book that all teachers, parents, employers and politicians who are interested in education should read, it would be this one. Not only is it full of engaging stories, underpinned by important research, but it goes to the very heart of what it is to be a successful learner and effective teacher. It demolishes the myth of inherited ability as the overriding determinant of achievement and provides an alternative account by unpacking the opportunities, experiences and practices that lead to the development of true expertise. Read it and use the ideas to challenge backward thinking."Professor Mary James, University of Cambridge, UK"With clear arguments and ample research evidence, Stobart dispels the myth of ability and shows us the harm of society's persistent reliance on repackaged IQ tests. He advocates, instead, for teaching methods and schools that open up rather than close down opportunities. Using research on expertise and compelling examples from sports, science, medicine, and music, this book shows us how good teaching practices - such as rich questioning and supportive feedback - can engage students in the kinds of deep and purposeful practice needed for adept, expert learning. All students can benefit from this model of teaching, not just an elite few."Distinguished Professor Lorrie Shepard, University of Colorado Boulder, USA

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"Lis Paice's positivity shines through on every page of this book. She writes in a beautifully simple and accessible style. The book will be a tremendous introduction for those setting out on the same path as new coaches, or for more experienced coaches who want to compare their journey with hers." Dr John Launer, Honorary Consultant and Senior Clinical Lecturer at the Tavistock Clinic, London, UK"I love this book. I've not seen a book before that uses the experience of the one who is learning rather than just telling you how to do it. It will be so useful in taking away the inevitable anxiety that comes when you are about to learn a new skill - and learn it in public. The author's honesty about her own pitfalls will help you know what to expect, and the light bulb moments that she has as she progresses will undoubtedly light up the occasional bulb for you too. It might be a book about learning, but it's also a book that outlines the skills of coaching in a whole new way."Jenny Firth-Cozens, Imperial College London, UK"This is a marvellous record of the journey recorded by a senior doctor-educationalist as she strived to gain the skills of a coach. Any new coach will find it difficult to put down as it will resonate with many of their own first reflections. She is open about her mistakes from the start. On her first day of coach training she had a moment of kairos, and she set her goal to train to the highest level, which she continues to do."Dr Rebecca Viney, Coaching and Mentoring Lead, London Deanery, UK"There are many books on coaching that give advice on what coaches should do. This book is different. Describing herself as a 'self-critical learner', Liz traces her journey into becoming a coach, telling a uniquely honest story, 'warts and all' that all of us can learn from. This is like reading someone's personal, reflective diary, rather than a recipe book on 'how to coach'. The result is both engaging and highly illuminating." David E Gray, Professor of Leadership and Organisational Behaviour, University of Greenwich, UKYou can't summarize if you haven't been listening.Coach and client share the encounter, not the experience.The better you get, the less you say.The client is the hero, not the coach. Coaching is a skill for life. This frank account of one leader's journey to become a coach is a must have for beginner coaches. It will strike a chord with anyone who has been on a similar journey or has just begun professional training, discovering the disappointments, triumphs and surprises of learning to coach and coming to their own personal insights. Lis Paice's easy conversational style and rich supply of real-life examples make this an enjoyable read even for the absolute beginner. The questions she raises about coaching will also stimulate reflection for experienced coaches, trainers and supervisors. Topics include: What coaching is all about How coaching differs from other ways of helping What the role of the coach entails Getting to grips with the principles of coaching; Learning by experience why the rules matter Trying out different tools and techniques Finding ways of helping the client to new perspectives and insights Avoiding complacency

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This book provides an introduction to the autism spectrum and explores some of the theories and research which help in understanding the characteristics of young children who may be on the autism spectrum and the likely impact on their development and learning. It offers in-depth information on some of the key features which can lead to a child being diagnosed with autism and discusses the diversity of the spectrum, as well as presenting information on available screening tools. The book considers the main areas of difficulties that children with autism display - social interaction, social communication, and imagination and play - and explores the role that early years practitioners have in supporting the child and helping them to develop appropriate communication and social skills. As well as advice on key aspects of early years practice such as working with parents, other professionals and preparing the children for the move to primary school, there are specific chapters on the pertinent aspects of behaviour and sensory issues. Each chapter includes reflective activities which enable you to apply the information within your own context. Key points and further sources of information are indicated at the end of each chapter, helping you to check your understanding and expand your knowledge on specific topics.With its practical strategies for supporting children with autism during the early years, this book is key reading for students studying early years or special education, as well as for practitioners working with children on the autism spectrum in early years settings. "This is a timely and very practical book addressed to all those working in early years settings who are working with, or who will be working with, children on the autism spectrum (i.e. all staff in any early years setting). It gives clear and authoritative information on current understanding of the autism spectrum, and draws on a wide range of literature to do so, while being written in a clear direct style that should be accessible to all. It would also be of benefit to family members who want to understand their child and how to best work with the systems and services they encounter. The book is realistic about the challenges but is also full of practical positive suggestions which respect the contribution of all to enabling effective practice: staff in the early years setting, support services, the family and, not least, the children themselves."Professor Rita Jordan BSc.MSc.MA.PhD.C.Psychol.AFBPS.OBEEmeritus Professor in Autism Studies,University of Birmingham, UK"Early years practitioners are absolutely vital partners in recognising autism and in adjusting their practice in response to the needs of children with autism. The impact they can make on families and outcomes for children is immeasurable, therefore a book like this which gives a mixture of practical strategies underpinned by evidence is a wonderful tool. With a prevalence rate of 1 in 100 all early years practitioners will encounter young children with autism in their careers. The difference they can make by being able to recognise the condition, support families and adapt their practice is immeasurable. This clear and easy to read book will be a real boon to all early years practitioners." Carol Povey, Director of the Centre for Autism, National Autistic Society"Understanding Autism in Early Years is a clearly written and very useful book. Early years practitioners will find it helpful for recognising the signs of autism spectrum conditions in young children, working with families, and adapting their practice in ways that will help those they care for learn and develop."Dr Mitzi WaltzSenior Lecturer in Autism, Sheffield Hallam University, UK

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“This book is an excellent resource which brings together the essential elements of contemporary mental health practice, providing students with practical and values-based guidance for a range of clinical specialties. The language used throughout is accessible and practice-focused case studies provide stimulus for critical reflection. The principles of recovery and person-centred communication are threaded throughout and guides to care-planning allow the student to navigate through the complexity of balancing personalised care with legal and policy requirements.”Dr Jeanette Hewitt, Lecturer, Swansea University, UK "This book provides readers with practical examples on how personalised mental healthcare can be achieved in practice. The authors bring to the text their own personal experiences which will benefit learners and enable them to see how theory can be applied in a practical way to resolve complex problems."Michael Nash, Lecturer, Trinity College Dublin, Ireland “This book is a useful tool for anyone studying mental health. It gives information about the governmental policies which have shaped mental health practice. The framework of the care plan process is described and useful case studies and examples of care plans from various mental health areas are given in each chapter … The reflection exercises and activities set by the authors will help students to understand how to apply the theory to practice.”Deborah Wilson, Mental Health Student Nurse, Sheffield Hallam University, UKThis accessible book offers those working in mental health settings a practical guide to writing great care plans. With chapters on care planning in primary care, community care and acute care, each chapter highlights the challenges of care planning, the evidence available in each area, the knowledge needed by the practitioner and the skills needed to work with clients.With the necessary evidence, knowledge and skills provided throughout, this book includes: Dedicated chapters on each of the main settings Practical advice, case study examples and tips for students and practitioners Sample care plans for the most common conditions/scenarios Practical Care Planning for Personalised Mental Health Care is essential reading for mental health nurses in initial training, and qualified staff looking for a practical guide to support CPD study or practice development. It will also be valuable for those students doing mental health pathways or placements. Contributors: Alison Owen Traynor, Brynley Williams, Carl Benton, Marie O’Boyle-Duggan, Marie Yuen, Mark Jukes, Matt Phillips, Neil Robdale, Rowenna Spencer and Thomas Currid

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Plagiarism is a serious problem in higher education, and one that the majority of university teachers have encountered. This book provides the skills and resources that university teachers and learning and development support staff need in order to tackle it. As a complex issue that requires thoughtful and sensitive handling, plagiarism simply cannot be addressed by warnings; detection software and punishment alone. Teaching to Avoid Plagiarism focuses on prevention rather than punishment and promotes a proactive, rather than reactive, approach to dealing with the issue. Topics covered in this book include: The causes of plagiarism How universities currently deal with plagiarism How teachers can support students in effective source use The role of technology Issues for second language writers and international students Drawing on her teaching experience as well as her academic research, Diane Pecorari offers a unique insight into this pervasive problem as well as practical advice on how to promote good source use to students and help them to avoid plagiarism. With a series of activities to help readers solidify their grasp of the approaches advised in the book, Teaching to Avoid Plagiarism is an essential guide for anyone in a student-facing role who wants to handle plagiarism more effectively. "Diane Pecorari’s book provides practical examples and activities on handling plagiarism blended with research-based findings. It is useful for teachers wanting to improve their understanding and practices in managing plagiarism, but also student advisors and academic support skills staff who deal with issues of academic integrity. This book makes a unique contribution to the field of plagiarism management as its structure affords direct professional development opportunities."Dr Wendy Sutherland-Smith, School of Psychology, Faculty of Health, Deakin University, Australia"Teaching to Avoid Plagiarism successfully turns attention away from the detection and punishment of plagiarism and focuses instead on understanding and prevention through the promotion of good source use."Maggie Charles, Oxford University Language Centre"Diane Pecorari’s insightful research and scholarship on plagiarism is used to excellent effect in this book which advocates a proactive rather than reactive approach to the difficulties faced by students in learning how to integrate their source texts."Dr Ann Hewings, Director, Centre for Language and Communication, The Open University"As stated by Diane Pecorari in the first sentence of this excellent volume, 'plagiarism is a problem in our universities'. The volume demonstrates clearly how teachers and students can deal with this 'problem' by developing a better understanding of the phenomenon, on the one hand, and developing specific skills in dealing with it, on the other."Professor John Flowerdew, City University of Hong Kong

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Neuroscience is revolutionising coaching: it helps us understand the biological basis of our behaviour. This includes the behaviour of the coach and the client.This practical and much needed book explains basic brain functioning and offers a guide to using this knowledge to advance our coaching and make our practice more effective. It builds extensively on the fact that we do now know that feelings underly all decision-making and focuses coaching on helping clients establish intelligent emotions as the basis of their own decision systems. Using a systemic model of emotions, energy and change, Paul Brown and Virginia Brown show coaches how to integrate the client's life experience into coaching and create change. This is a must read for all practising coaches."This book is scattered with insightful, thought-provoking and occasionally beautiful analogies and metaphors, which any reader would be hard-pressed not to be challenged by. The (unrelated) Browns absolutely illustrate the importance for coaches of having an understanding of how the brain works."Coaching at Work, March 2013"The OU coaching series always provides a reliable read for the coach and this is no exception ... The authors have kept the neuroscience refreshingly simple, choosing to focus on key evidence based principles of relevance to coaching."The International Journal of Mentoring and Coaching, Volume X Issue 2, December 2012"This book is a delicious feast of neuroscience. Bravo!"Nancy Kline, President, Time To Think, UK“It’s rare to find an accessible, engaging book that combines current neuropsychological theory with working examples for executive coaching. At last here is one that brings the two together seamlessly."Linda Aspey, Managing Director, Coaching for Leaders“At last, a book that embeds the practice of coaching into what we know of how the brain works - rather than one that tells you about the brain, then leaves the coach to work it out; or one that tells you about techniques, then adds in the brain information as something of a 'P.S'."Ann James, Executive Coach / Director, Thinking Space"At long last, a rigorous book on neuropsychology that is both palatable and practically applicable for executive coaches."Dr Tara Swart, Neuroscientist, medical doctor and executive coach, Executive Performance Ltd.“Introducing the basic functioning of the brain, this book shows that humanity and high performance are indeed fraternal twins. A most useful guide!”Anette Prehn, MA in social science, brain-based executive coach (PCC), author of Play Your Brain"In a world of psuedo-theory and airport quick reads, Professor Paul Brown and Virginia Brown offer something most refreshing: hard science married with the intimate relationship between coach and executive."Dr. Christina L. Lafferty, National Defense University, Washington D.C, USA“Paul and Virginia Brown have done a great job in reviewing a lot of the burgeoning research and literature on Neuropsychology and making it accessible and useable by executive coaches in their work.”Peter Hawkins, Professor of Leadership at Henley Business School, founder and Chairman Emeritus of Bath Consultancy Group & co-founder of Centre for Supervision and Team Development, UK

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Good writing skills are essential for study, but many students find that they struggle to write well. Written especially for health and social care students, this book demystifies academic writing, giving you a better understanding of what good writing looks like, and how to achieve it.Topics covered in this accessible book include: How to plan and write pieces to deadlines How to copyedit and proofread your own work How to develop good writing behaviours and find motivation How to write effective and safe service user records This user-friendly guide includes examples of good and bad writing, activities to work through, handy hints and tips at the end of each chapter and personal experiences from students, making it a must-read for any health and social care students looking for the skills and confidence to master good academic writing. Contributors: Michael Baksh, Amanda Clarke, Elizabeth Cooper, James Greaves, Dasha Koneva, Jane Quigley, Victoria Ridgway, Dr Carol Lewis-Roylance, Pat Talbot, Richard Williams, Mary Williams. "This book is aimed at students, but I am sure that it has an audience beyond that - we all need help and encouragement to write. Full of practical advice and examples, this book will help you to find a writing strategy that works for you and to develop our own style. Some simple but very effective ideas are used such as: making writing a normal activity; just keeping going; and not necessarily starting at the beginning."Roger Watson, Professor of Nursing, University of Hull, UK"The focus of this book is on how to write well. As I have argued previously, we all need to be reminded of the skills required in order to make a difference to our patient, clients and their carers’ lives. Lifelong learning is the way that we update our knowledge, skills and competencies. But in order to do this effectively we need to have the right skill set. The ability to write well is fundamental to our personal and professional learning, and this is regardless of what stage we are in our careers. Writing is a skill that we use every day, be it an email to a friend or an assignment for a course. With practice we can develop and refine this essential skill. I particularly like the way the authors encourage us to be critical of our writing; this is also something that we can offer to others as critical friends."Sian E Maslin-Prothero, Professor of Nursing (Clinical), School of Nursing & Midwifery and Sir Charles Gairdner Hospital, Edith Cowan University, Western Australia

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"This well presented and pragmatic book ... is an effective tool to assist with revision of clinical skills. It allows students to test their knowledge in a variety of standalone topics, such as risk assessment and medication management. I believe nursing students will find it a very valuable resource."Linzi McIlroy, Senior Professional Development Officer, Royal College of Nursing, Northern Ireland, UKLooking for a quick and effective way to revise and test your knowledge?Part of the Nurses! Test Yourself series, this handy reference book is the essential self-test resource for nurses studying clinical skills and preparing for exams.The book contains more than 300 test questions and 50 glossary terms including: Labelling test questions True or false questions Multiple choice questions Fill in the blank questions Skills covered include: Infection control Respiratory skills Cardiovascular skills Neuro assessment skills Early warning scores (observations) Drug administration Fluid and nutritional skills Elimination skills Diabetes mellitus skills Risk assessment Full answers and explanations are given within each chapter so the book can be used both for self-testing and for moreconstructive revision including preparation for OSCEs.

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Mental health is a fundamental public health priority, and this stimulating and comprehensive book brings together all of the key issues to offer an overview for students and practitioners alike. Written by a team of leading international experts, the book summarizes the evidence base and asks the key questions at the heart of a range of topics from community development to public mental health in schools and recovery and well-being.The book includes: Mini toolkits at the end of each chapter that include tips for effective practice, reflection points and questions to consider Case studies exploring real world examples of public mental health in action Discussion and opinion encouraging readers to question and debate the issues at the core of public mental health policy The book also includes a chapter written by Kate E. Pickett and Richard G. Wilkinson, authors of the best selling book The Spirit Level. Public Mental Health: Global Perspectives is an invaluable tool to give readers the confidence to develop effective mental health tools and programs that will improve public mental health. Contributors: John Ashton, Jane Barlow, Annette Beautrais, Peter Byrne, Sandra Carlisle, Mima Cattan, Elaine Church, Cary Cooper, Patrick Corrigan, Mary O’Hagan, Phil Hanlon, Eva Jané-Llopis, Anthony Jorm, Gregory Luke Larkin, Crick Lund, Jane Mathieson, Margaret Maxwell, Maura Mulloy, Michael Nash, Inge Petersen, Kate Pickett, Nicola Reavley, Nicholas Rüsch, Jude Stansfield, Sarah Stewart-Brown, Mark Weist and Richard Wilkinson."This book is written by renowned experts from a wide range of disciplines who carefully explore issues and tensions within the field. It will be a great resource not just for those working in public health practice but also for all those whose work has an influence on this vitally important aspect of human life."Professor Lindsey Davies, President of the Faculty of Public Health"The book provides a convincing account of the many ways in which our society could become more mentally healthy. It should be read by businessmen, teachers and politicians as much as by clinicians"Prof Lord Layard

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This accessible book takes a unique person-centred approach to working with older people and provides an introduction to the legislation, policy, theory and research needed by social workers. The authors explore the experience of being an older person and how practitioners can work to make positive differences to older people's lives. In addition, the book: Goes beyond the mechanistic care management approaches to social work and encourages the reader to see older people holistically Features case studies and exercises to assist readers in reflecting on their practice Examines a range of contexts and perspectives, including sexuality, spirituality, learning disabilities Encourages wider reflection on the constraints posed by organisations employing social workers and the impact on their practice Provides an up-to-date exploration of safeguarding issues The authors take into account financial constraints with regard to the care of older people and the impact of a changing demography, but remain upbeat and positive about the value of social work intervention. Social Work with Older People is relevant for students on placement in adult services or voluntary organizations and social work practitioners working with older people. Contributors: Gill Butler, Rick Fisher, Chris Gaine, David Gaylard, John Gisby, Vivienne Killner, Andrea Linell, Andy Mantell, Debbie Smallbones, Chris Smethurst, Sally Stapleton, Graham Tooth, Christine Wright

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“The authors set out to produce a book that would “demystify reflective practice” and they have succeeded!!! The book is rich in practical wisdom, concisely expressed, and will enable both experienced teachers and new entrants to use reflective practice to improve and develop teaching and learning in a complex and diverse lifelong learning sector."Dr David Holloway, University of Portsmouth, UK. “This book speaks with academic authority and the experience and understanding of practitioners. The authors draw teachers into their world of everyday reflective practice that is much more than a requirement from trainee teachers, but rather is at the heart of all teachers’ practice. The authors highlight its value for improving teaching and learning and coping with ongoing change, whilst recognising honestly the difficulties in making time to reflect deeply and critically and the questions raised about the worth of reflective practice in an increasingly regulated sector. Rich examples bring the text to life, exemplify concepts and demonstrate practical applications." Mary Samuels, Oxford Brookes University, UK. “This book has a heartening and optimistic message at its centre: reflective practice can help us as teachers discover what actually works to improve practice, not what should work or what we’ve been told might work. It is written in a refreshingly straightforward way that steers clear of educational jargon and aims for clarity; it is an antidote to the over-theorizing of Reflective Practice that it warns against." Noelle Graal, Canterbury Christ Church University, UK. “The authors of this clear and informative book have delved into their extensive experience to produce a must have text for all those who care about the state of teaching and learning in the Lifelong Learning sector. By providing an in depth, detailed and critical accounts of the key processes and products of reflective practice their book must become a set text on initial teacher training courses for the sector and an essential resource for both tutors and managers." Dr Graham Hitchcock, University Centre, Doncaster, UK. Reflective practice is an important skill for students learning to teach in the lifelong learning sector. This book makes the case for reflective practice in post-compulsory teaching and shows how it can be used to support teachers in coping with the complexities and contingencies of practice. The book introduces a basic model of reflective practice and then explores several further models relevant to teaching in the lifelong learning sector, offering guidance on the application of each model in practice. Collaborative approaches to reflective practice are also discussed, and the place of reflective practice in teachers continuing professional development is carefully examined. Other key features of the book include: Clear links with the professional standards for teachers in the lifelong learning sector Discussion of the challenges and issues when engaging in reflection on practice Coverage of action research, often considered an extension of reflective practice Illustrations drawn from the authors’ extensive experience in teaching and enabling learning Reflective Practice for Teaching in Lifelong Learning has been written to address the needs of student teachers across a whole range of lifelong learning courses.

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Parents and Professionals in Early Childhood Settings addresses the complex and sometimes controversial issues that emerge from the care and education of young children. Staff and parents in early childhood settings can find ample advice about how to promote good communication, but much of that advice has no grounding in their daily lives. Instead, it prescribes an established set menu of communication tools, such as newsletters, notebooks and message boards that rarely respond to what staff and families say about relationships between them.Drawing on the authors' research with hundreds of parents, staff and students, the book explores relationships between staff and families through a series of 'issue stories'. Each story features the voices and perspectives of 'real' staff and families and captures their various understandings, desires and feelings about a complex, difficult and/or controversial issue.The authors support each 'issue story' with snippets from relevant international research, 'Fairness Alerts' that highlight unfair thinking habits and show how to challenge them, and some 'points to ponder' and 'points to discuss' that encourage readers to extend their thinking about the issue/s in the story.Parents and Professionals in Early Childhood Settings is written for the diverse people in the international field of early childhood education and care. They include staff, students, academics, trainers, curriculum advisors, policy officers and managers, together with the parents and other carers of young children.

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"This book will be of great benefit to student nurses. Following the clear, step by step guides and worked examples will enable you to quickly develop the confidence to master more complex processes. It will also be an invaluable resource for mentors supporting students." Dorothy Adam, Lecturer, The Robert Gordon University, UK"This book is a fundamental companion for all nurses wanting to become more proficient at medication calculations. The book is designed to find areas for improvements through a series of tests that start with a basic calculation review. Working through the book will help you to build confidence in the clinical environment."James Pearson-Jenkins, Senior Lecturer of Adult Acute Nursing, University of Wolverhampton, UK"This book is a useful tool for all nurses. I would recommend it for nursing staff undertaking intravenous or other medication management courses/ modules. It would also benefit nurses who have to undertake calculations tests as part of their new post or ongoing development."Amy Hutchinson, Student Nurse, University of Ulster, UK"Through simple examples, exercises and gradual progression, this book will help to remove the anxiety often associated with the arithmetic involved in drug calculations commonly encountered in clinical practice. The book will be of use to pre-registration and registered nurses alike. It provides an opportunity for both self assessment and practice, as such it will be a useful tool for improving confidence, competence and patient safety in a critical skill."Jim Jolly, Head of Academic Unit for Long Term Conditions, School of Healthcare, University of Leeds, UKLooking for a quick and effective way to revise key points and test your knowledge?Calculation exams can intimidate many nurses. This handy book is designed to help you conquer your fears and strengthen your calculation skills.With more than 500 test questions in total, the book includes: 4 diagnostic tests so you can assess strengths and weaknesses 11 chapters on basic calculation skills 4 chapters on applied clinical calculations including injections, intravenous and paediatric drugs Quick reference tables of common units, formulae and times tables There are also chapters on the most common drug administrations used in nursing including: intravenous infusions, oral medication, injections, parenteral nutrition and paediatric drugs and the book shows you how to use calculations in clinical settings. Written by lecturers at one of the UK's top nursing schools, this test book is sure to help you improve your results - and tackle calculations with confidence!

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This accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating.Throughout the book the authors demonstrate the influence of theoretical perspectives on their own practice and research. They articulate how this adds depth to their studies by linking into wider and more enduring themes.The book is divided into two parts; part one looks at 'Community, interaction and identity' and addresses several different aspects of social constructivist theory. Each author explores, less familiar, but increasingly influential ideas emanating from Vygotskian theory.Part two explores 'Structure, power and knowledge' which includes a wider range of theoretical perspectives, that tell a more 'critical' story about how the way society is structured, influences power, institutions and individuals. These theories help the authors to describe how working practices serve some groups and disadvantage others.Each chapter includes: Theoretical concepts, which are related to practice and / or research Case studies Examples from research practice enabling readers to explore the practical application of the 'big ideas' Further reading appropriate to the theoretical construct This book is essential reading for undergraduate students and trainee teachers.Contributors: Tony Bertram, Angeliki Bitou, Liz Brooker, Sue Fawson, Rohan Jowallah, Maggie Leese, Martin Needham, Jane O’Connor, Chris Pascal, Lynn Richards, Faye Stanley, Jo Winwood, Gill Woods, Jenny Worsley - all at University of Wolverhampton except Liz Brooker, who is at the Institute of Education in London.

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This student friendly practical guide helps you get to grips with reflective practice in teaching, through bite-sized sections that are informative and quickly digestible. The book clearly explains some of the best-known theories on reflective practice and then shows how reflection on and in practice can have a positive impact on classroom performance. The very real problems faced by beginning teachers are brought to life through the use of rich case studies as well as extracts drawn from the reflective journals of those starting their teaching career. The illustrative case studies consider how reflective practice can inform your teaching practice, including: Preparing for teaching Fitting into your school Designing lessons Managing behaviour Planning for creativity Assessing effectively Developing essential teaching techniques Working effectively with your mentor Extending your professional practice at Master’s level An additional feature of the book is the inclusion of a number of new suggestions for developing reflective practice based on the authors’ experience of training new teachers and supporting beginning teachers. Through reflective tasks based on the real problems that beginning teachers face you can actively develop your understanding and confidence in this area.This book is essential reading for trainees and newly qualified teachers as well as those supporting new entrants to the profession. Contributors: Linda Devlin, Mary Dunne, Vanessa Dye, Mahmoud Emira, Angela Gault, Fay Glendenning, Gerald Griggs, Paul Gurton, Dot Heslop, Lesley Mycroft, Sarah Powell, Lorraine Thomas, Julia Wilde

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"To understand your eating, you first have to understand yourself. This easily-read book helps you to step back and discover what influences your eating habits." Dr Ian Campbell - Founder of the National Obesity Forum and medical consultant on ITV's The Biggest Loser and Fat Chance"This valuable book makes sense of how food and eating may be misused and become entangled with emotions as a way of dealing with them." Dr Helena Fox - Clinical Psychiatrist for Channel 4's Supersize vs Superskinny and for the eating disorders unit at Capio Nightingale Hospital"I have never read such an interesting and thought provoking book on eating disorders such as this. For practitioners reading this publication, I feel it illustrates successfully the clinical significance of the biopsychosocial aspects of eating disorders such as the role of the mother or caregiver (s), the environment of the patient's upbringing and how their self identity is later affected and challenged through self medicating with food or using food or lack of as punishment for their self perceived worthlessness."Dr H L E Garrod MBPsS, BA (Hons), MA, MSc, P Grad.Dip, D CounsPsych Chartered Counselling Psychologist"Highly recommended for anyone who is interested in understanding why diets do not work and how to move on from the pattern of emotional eating." Professor John McLeod - Professor of Counselling at the University of Abertay Dundee Are you eating more than you should? Trapped in a constant cycle of dieting? Perpetually anxious about your weight, shape and size? Many of us fight an ongoing battle with food. Understanding Your Eating can help you if the way you use food bothers you and you feel it is beyond your control. Author Julia Buckroyd uses the term disordered eating rather than eating disorders, to reach out to everyone who is distressed and miserable about food.Understanding Your Eating will help you become more aware of your feelings towards food, understand your emotional eating, and explore the reasons behind your challenges, so that you can find other ways of managing your day-to-day experiences.

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Thinking about early childhood education will offer an academic and critical approach to the wealth of theories that underpin elements of current practice in early childhood care and education. It will focus on analyzing the rise and interconnectedness of theories of learning and development. It will range from key nineteenth century movements to progressive ideas of the twentieth century, encompassing psychoanalytic theories, deconstructing theories and constructivism and behaviourism.

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This innovative book aims to support schools in shifting teaching and learning in primary science by changing teacher perceptions of where science should be taught. The authors have not taken a traditional approach to the use of school grounds but a much bolder step in terms of a whole school approach to the science curriculum being taught outside. Key features of the book include: Practical examples from teachers in schools across England Approaches that combine science and the development of personal capabilities for teachers who want to develop a whole school approach relating to key skills in science Innovative approaches to activities in science using the school grounds Suggestions to help science leaders to develop their staff to be confident in using the school grounds across the science curriculum Development of pupil independence in choosing when and why to take their learning outside the classroom boundaries With a shift from indoors to outdoors, comes a range of practical considerations and challenges for both the school and the pupil and these are what the book tackles. It is a must read for students on ITT courses and Key Stage 2 teachers who are keen to move their settings forward and provide appropriate progression throughout the primary years.

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"Thinking about Play... cleverly brings together research-based chapters from experienced Early Years practitioners and academics who provide knowledge the field desperately needs to ensure young children can engage in play - laying their own meaningful foundations for their later education."Tricia David, Emeritus Professor of Education, Canterbury Christ Church University, UK"This book provides an excellect collection of chapters which encourages early years practitioners to really get to grips with their own perceptions about, understanding of and beliefs in relation to play in early education settings. In so doing, they will also be well-supported in getting to grips with decisions to change and develop their playful practices for the benefit and pleasure both of children and of themselves. Janet Moyles has brought together a good number of well-respected writers in the field in a highly accessible and informative book. Professor Pat Broadhead, Leeds Metropolitan University, UK This edited collection brings together play and reflective practice and supports practitioners in reflecting more deeply on the play provision they make for young children. This involves analysing and evaluating what makes quality play and learning experiences by considering how current research might impact on practice.Key features: Introduces the concept of 'playful pedagogies' and explains how it relates to practice Each chapter starts with an abstract so that readers can dip into issues of particular interest and concern Includes questions and follow-up ideas that can be used for CPD experiences and training This important book supports early years students and practitioners in developing their own thinking, ideologies and pedagogies. Contributors: Deborah Albon, Pat Beckley, Avril Brock, Stephanie Collins, Jane George, Jane Gibbs, Justine Howard, Pam Jarvis, Karen McInnes, Kevin Kelman, Linda Lauchlan, Paulette Luff, Estelle Martin, Theodora Papatheodorou, Marie Sprawling, Lynsey Thomas, Pauline Trudell, Rebecca Webster, Bryonie Williams, Maulfry Worthington

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Do you feel that your writing lets you down? Are you concerned about how to punctuate properly?Do you have problems turning your thoughts into writing?Do you need some help with referencing? If so, then this book will help you to address your concerns and feel more confident about your writing skills! This book introduces grammar in a gentle way by illustrating the kinds of issues students may come across by setting them in context using a soap opera style script. Through a combination of the stories of the students and carefully constructed chapters, the book provides details on the essential aspects of grammar, language use and punctuation needed by all university students. There are also exercises to encourage the reader to relate the issues to their own practice and experiences, as well as an extensive glossary which defines the terms that are used throughout the book. This new edition is completely revised and updated with a new structure covering: Academic language Standard English Sentence construction and punctuation Reflective writing When and where to place an apostrophe Using grammar checkers Avoiding plagiarism, Grammar: A Friendly Approach is an irreverent look at the rules of grammar that has become well-loved by students at college and university. It is also recommended by teachers and tutors who see rapid and noticeable improvements in the written work of those who employ the author's tactics.

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This book provides an up-to-date and critical analysis of contemporary issues and debates in the lifelong learning sector (LLS)The themes are presented in an accessible format, and are underpinned by recent research as well as policy analysis. The authors examine significant issues in the LLS today including inclusive practice, the employability agenda, the curriculum in the LLS and research-led teaching. There are practical strategies and reflective tasks that encourage readers to become critical, questioning practitioners. Other helpful features include: Learning outcomes at the beginning of each chapter Links to QTLS standards Case studies End of chapter summaries Further reading and useful websites It is essential reading for trainees on QTLS programmes and is also important reading for education students and qualified staff undertaking CPD.

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"I honestly found this better than my dissertation supervisor. It was never off my desk and I scanned it thoroughly and followed it religiously. Highly recommended with a proven technique to help you gain a good mark!" Amazon reviewer"This book is, well...excellent! Simply and succinctly it takes you through each stage of planning a dissertation."The PsychologistA dissertation is likely to be the largest single piece of work you will be asked to produce. This handy book guides you through the whole process: planning your dissertation project, managing it, and writing it up. It offers friendly and practical advice and addresses all the questions students ask, including: How do I choose a topic? How should I manage my time? How can I make best use of my supervisor? How many chapters should my dissertation have? Which is the best referencing system to use? Excellent Dissertations! Second Edition is a lively, concise and to-the point guide, which will steer you through the entire dissertation process.

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"Here is a book that offers all the skills practitioners need to succeed in your exams and engages you in positive reflection of practice. I would recommend this book to students who aim to master their clinical skills and develop as an advanced practitioner."Lee Marshall, Student Nurse & Student Social Worker Sheffield Hallam University"The authors have introduced the often daunting OSCE to student nurses and progressed through each stage so that they should have the awareness of what to expect. The examples given are easy read and beneficial to all students regardless of the branch of nursing they have chosen to take. As well as being a guide for students, this book is also useful for examiners and mentors and the clinical area where the student could be undertaking their OSCE."Angela Southern, Student NurseNeed help to prepare and succeed in your OSCE or Practical Exam? OSCEs or practical examinations are intended to challenge you both personally and professionally, whilst testing your competence with the key clinical skills that nurses need to demonstrate to be effective in practice. This book is designed to be the ultimate companion to help you fly through OSCEs with ease. It covers: What OSCEs involve and how to prepare for them The most common types of OSCE scenarios What examiners are looking for in OSCEs How to develop your own clinical simulation learning style How to learn from your OSCEs How reflection can help give you greater understanding of your clinical simulation practice The book includes examples of OSCEs for you to work through, inspiring quotes and plenty of top tips to help you tackle your OSCEs with confidence! Succeed in OSCEs and Practical Exams is indispensable reading for nursing students taking all courses that involve OSCEs or practical exams - including diplomas, degrees and short CPD courses.

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This book remains the book of choice for students with essays to write! How to read selectively How to take notes effectively How to understand the 'academic speak' in essay questions How to structure your work How to use and cite your sources accurately Peter Levin has comprehensively updated the book to incorporate student feedback and has included significantly more information on the kinds of material that are available online, and on coping with the attentions of the plagiarism police. The book clarifies all the key issues that students cite as blocks to the development of their writing skills and will help improve the grades of any student who takes the time to adopt the techniques offered. No student with essays to write should be without a copy!

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“This is the most important book on illicit drug use and social work to be published for a long time … Whilst it may inspire some to become “drug specialists” it’s most important purpose is in dealing with drug issues which are apparent in all social work settings. Just as importantly this book should be read by those responsible for redesigning social work and social work education in order that substance use forms part of the curriculum.”Ken Barrie, Alcohol and Drug Studies, University of West Scotland, UK “This comprehensive, well written book will be essential reading for social work students and practitioners who need a clear, useful and relevant overview of the issues involved in working constructively with drug using service users. Its emphasis on working in partnership, while also attending to issues of risk and vulnerability, is realistic and practical, and being resolutely ‘social’ in its outlook, the book will appeal to and inspire novice and experienced practitioners alike.”Dr Mark Hardy, Department of Social Policy and Social Work, University of York, UKAlcohol and drug use are cross-cutting issues in all areas of social work practice and social workers need to know how to identify, assess, engage and support their substance-using clients effectively. This book provides a comprehensive and practical account of this important area of health and social care and provides a basis for social workers to develop a rounded approach to their practice with drug and alcohol users.The book unravels the relevant theory and research and provides insights and practical pointers for those working with drug users. Key topics covered include: Prevalence, patterns and policy and defining drug users Stigma, HCV and HIV; care and control The service user’s perspective; involving service users in services and interventions Recovery; networking, advocacy and empowerment The authors argue that in contrast to widely held concerns about the ‘threat’ represented by drug users, the aim of social work should be to restate the importance of listening to them, taking their concerns seriously, and challenging the discrimination they encounter. Social Work and Drug Use is key reading for social work students and those training in related areas such as youth justice, criminology, education welfare and youth work. Practitioners, academics and those undertaking post-qualifying training will also find it a valuable reference.

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"Thoroughly updated and revised, this new edition of Understanding Health Inequalities, edited by Hilary Graham, remains a welcome and timely contribution. Replete with thoughtful essays on health inequities analyzed in relation to societal structure, social position and geography ... the volume provides important insights into how class, racial/ethnic, gender, and spatial health inequities are produced - and how they can be rectified. The world economic crisis launched by the implosion of unregulated financial markets in the fall of 2008 only serves to underscore the volume's central conclusion: that government regulation and intervention, premised on a commitment to equity, is essential for tackling health inequalities. Health professionals, students, and any and all working for healthy and sustainable ways of living will benefit from this collection."Nancy Krieger, Harvard School of Public Health, USAUnderstanding Health Inequalities second edition provides an accessible and engaging exploration of why the opportunity to live a long and healthy life remains profoundly unequal. Hilary Graham and her contributors outline the enduring link between people’s socioeconomic circumstances and their health and tackle questions at the forefront of research and policy on health inequalities. These include: How health is influenced by circumstances across people's lives and by the areas in which they live How health is simultaneously shaped by inequalities of gender, ethnicity and socioeconomic position How policies can impact on health inequalities All the chapters have been specially written for the new edition by internationally-recognised researchers in social and health inequalities. The book provides an authoritative guide to these fields as well as presenting new research.Contributors Karl Atkin, Mel Bartley, G. David Batty, David Blane, Bo Burström, Danny Dorling, Anne Ellaway, Hilary Graham, Barbara Hanratty, Kate Hunt, Saffron Karlsen, Catherine Law, Sally Macintyre, James Nazroo, Naomi Rudoe, Bethan Thomas, Rachel Thomson, Margaret Whitehead

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"Psychology for Midwives" is an excellent aid in grasping the key concepts of psychology in a focused way, clearly demonstrating how the key concepts can be used within modern day midwifery practice settings. This is an easy to use, informative guide, with up to date sources of evidence."Kimberley Skinner, Student Midwife, Anglia Ruskin University, UK "Communication isn't just about giving information. It is about creating relationships. This book is studded with academic references, but can also help midwives understand and interact with their clients in a satisfying way."Sheila Kitzinger, Honorary Professor at the University of West London, UK (formally Thames Valley University)"A well set out book comprising a comprehensive list of relevant contents ... Of particular note is the use of case vinaigrettes, stories, reflective activities and summaries of key points ... The content of the book reflect a range of contemporary theoretical approaches and subject areas." Maria Barrell, University of Northumbria, UK"This is an excellent book which focuses on the underlying psychological factors that influence and guide women through pregnancy, childbirth and puerperium. There are clear descriptions of relevant theories and current research, supported by case studies which offer real life insight into issues such as how women feel during and after pregnancy ... The book covers areas that will affect everyone such as the development of relationships and emotions, covering not only the women but their support networks including family and birth partners." Jane Mills, Student Midwife, Keele University, UKThis accessible, evidence-based book explores how important it is for midwives to understand the psychological aspects of care, in order to create positive experiences for mothers and families. The book provides simple explanations for why psychological care matters in midwifery practice and uses different theoretical perspectives of psychology to illustrate how it fundamentally contributes to good midwifery practice.The book addresses many core concepts and principles of psychology, including: Mother-midwife relationship Emotions during the childbearing continuum Perinatal mental illness Communications in midwifery practice The birth environment Stress and anxiety Providing support to families Attachment and bonding Reflective questions, activities, illustrations, tables, summary boxes and a glossary help readers navigate the book. One of the first books of its kind, Psychology for Midwives is essential reading for all midwives, students and allied health care professionals interested in the psychological dimensions of childbearing.

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Are you keen to study at Master's level? Do you need to understand what is expected from your research and written work? Would you like to see real examples of successful Master's level study? If you answered 'yes' to any of these questions, then this is the book for you.Taking a practical approach, this book will guide you through and demystify the process of thinking, researching, writing and achieving at Master's level. It offers an insight into the knowledge, tools and skills that need to be developed for a successful outcome in an educational context.Using detailed - and real - exemplars, the authors cover the conventions that need to be followed and consider the different elements of Master's level work. Each chapter is supported by appropriate reference to, and extracts from, the three most common types of work undertaken - traditional essay, curriculum package, and portfolio.Now that the DCFS plans to make teaching a Master's level profession, it is vital that you can develop the confidence in making the transition from H level to M level. The book will enable you to: Understand how to prepare, carry out and write a literature review Consider the different methodologies and approaches that are inherent in Master's level work Understand the nature of Master's level work within education as a research/evidence based profession Appreciate the importance of ethical underpinning when working at this level Master's Level Study in Education is a valuable guide not just for teacher training students but also for their mentors and for teachers in post, undertaking further Professional Development.

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The book recognises the main principles that underpin effective safeguarding practices and explores the application of a range of key tools that will facilitate a sense of empowerment for practitioners dealing with safeguarding issues. The authors emphasize the importance of preventative interventions as a positive means of impacting on the lives of children and their families. They do this through such processes as the Common Assessment Framework, as well as maintaining the need within the system for responses to be made to urgent concerns that are closely related to safeguarding and child protection processes.With practical case studies throughout, the book helps you: Understand what your responsibilities are Decide what appropriate action should be taken Develop a means of coping with this sensitive area Make sense of current policies and procedures This book is essential reading for all early years students and professionals who wish to explore and rehearse various safeguarding situations in preparation for practice.

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Ground Rules for Social Research is a user-friendly resource for people doing small-scale social research projects. It focuses on the key ideas and practices that underlie good research and provides clear guidelines to newcomers and experienced researchers alike.The book is written for undergraduate, postgraduate and professional students in the social sciences, business studies, health studies, media studies and education who need to undertake research projects as part of their studies.Key features of the book include: The identification of 12 ground rules for good social research Checklists to help researchers evaluate their approach and avoid fundamental errors A clear and jargon-free style This new edition of the book builds on the features that made the first edition so successful, adding: New chapters on research design and research philosophy An increased focus on mixed methods research More examples and illustrations Updated material relating to the internet and online research

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"I recommend this book to students beginning their education in mental health nursing. Its major achievement is showing how the material and knowledge in it 15 chapters may be transferred to real-life clinical settings."Kevin Gournay, Emerirtus Professor of Psychiatric Nursing, Institute of Psychiatry, Kings College London"This is a comprehensive and reader friendly text that offers students a great introduction and insight into the modern world of mental health nursing. The quotes from students and practical activities engage the reader and enhance application of theory to clinical practice and educational development. Students will benefit from the guidance and support this book offers to complement their nurse education."Lisa King, Senior Lecturer in Mental Health Nursing, The University of Chester, UKFull of insights into what it's like to be a mental health nursing student, including direct quotes from current students!This engaging new textbook provides a student focused introduction to the main issues and themes in mental health nursing. The book requires no previous knowledge and the content has been carefully chosen to reflect the most significant aspects of this important and rewarding area of nursing. The book includes specific chapters on: Social inclusion and the Ten Essential Shared Capabilities. Mental health promotion Mental health at different stages of the life course Physical health issues in mental health settings Mental health law Therapeutic interventions, specifically Cognitive Behavioural Therapy (CBT) and psychoanalytic/psychodynamic approaches The concept of recovery Scenarios and exercises are used to demonstrate integration of theory and practice. These can be easily linked to your placement experience and overall learning and development. Readers are encouraged to develop an analytical and investigative approach to their studies.Other important areas covered in the book include the National Service Framework (NSF) for Mental Health, the Care Programme Approach (CPA) and the Tidal Model of mental health nursing. Introduction to Mental Health Nursing is the perfect introduction for all nursing students with an interest in a career in mental health nursing. Contributors: Geoffrey Amoateng, Amanda Blackhall, Alyson Buck, David A. Hingley, Richard Khoo, Mark McGrath, Mary Northrop, Tim Schafer, Allen Senivassen, Julie Teatheredge, James Trueman, Henck Van- Bilsen, Steven Walker, Steve Wood.

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This practical handbook is an essential companion for psychology students. From day one of your degree, it will make all the difference.Based on the authors' extensive knowledge of psychology, it includes: Key approaches in psychology The best ways to study How to use IT effectively Producing excellent assignments and exams Helpful advice on statistical methods Tackling projects and dissertations An introduction to careers in psychology It contains exercises, tips, advice from students, and a glossary of commonly used terms in psychology.An accompanying website www.openup.co.uk/psychologysuccess has more information on psychology-related careers with up-to-date web links.

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Are you worried about doing your classroom-based research project? Do you feel daunted at the prospect of carrying out a literature review? Does the thought of collecting and analyzing data make you panic? If you answer 'yes' to any of these questions, then this is the book for you!Written in an informal style, this is the essential, practical and accessible step-by-step guide for all teacher-training students, who in addition to facing the enormous challenge of training to become a teacher, also have to conduct their own classroom-based research. It contains three sections that mirror the process of doing classroom research. From getting started and choosing appropriate research strategies, to making your findings public, the book covers the whole range of issues to help you succeed with what can seem like a daunting task.Each of the chapters offers gentle guidance and support at every stage of the research process. Topics covered include: The purpose of school-based research Guidance on how to carry out a literature review Research ethics The impacts of research on children's and students' learning Methods of data collection and analysis Ways of sharing research with a wider audience Opportunities for continued professional development Doing Classroom Research is a must for every teacher-training student.

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This practical handbook is an essential course companion for business and management students at degree level. It contains case studies, exercises, tips and self-assessment tools that will help students with their personal and professional development. The book covers key areas, such as: Learning and teaching methods Study strategies Time management Research methods Assessment activities Exam techniques Job searching And it also emphasizes the skills that are key for business and management courses, which include: Academic writing Critical and reflective thinking Effective communication Interpersonal skills Project management Research skills Team working Study Skills for Business and Management Students has been carefully structured to be used throughout a degree course in order to hone the skills necessary to get a good degree and begin a successful career. An accompanying website www.openup.co.uk/businesssuccess has more information on related careers with up-to-date web links.

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"This is a very useful and practical resource that will help the reader create the structured approach essential to any successful action research project." Early Years Update Are you worried about doing your early years action research project? Does the thought of choosing the right research question feel daunting? Are you concerned about the challenges you might face? If you answer 'yes' to any of these questions, then this is the book for you!Written in a lively and accessible style, this is the essential step-by-step guide to conducting your own action research project. The book introduces and evaluates different approaches to action research and explores how they can be applied in early childhood settings to create positive change and to improve practice.Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.Each chapter offers gentle guidance and support at a specific stage of the research process, from choosing your initial topic to formulating your research question, through to sharing the lessons of your project.The book's key features include: 16 'Steps' that walk you through the process of conducting your action research project References to real life research projects to illustrate key ideas, themes, practices and debates Advice on creating an action research journal, with sample extracts 'Thinking Boxes' in each chapter to encourage you to review and reflect on the chapter's contents as you plan your research project Checklists in each chapter of key concepts, processes and themes, together with further resources The authors explore some difficult issues associated with action research, including ethics, rigour, validity, critical reflection, and social and professional change. They show that there is more than one 'right' way to perform an action research project and advise you how to choose an approach that is appropriate for your particular interests and circumstances.Doing Action Research in Early Childhood Studies is an essential resource for students and practitioners of early childhood studies.

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The fourth edition of this informative, accessible and intellectually engaging teacher training book provides a definitive guide for trainee and newly qualified secondary school teachers and their mentors.The book has been fully updated to reflect the many changes in policy and practice, including developments in the national curriculum, PSHEE and SEN provision. The latest edition covers topics such as how pupils learn, assessment, planning classroom communication and developing positive approaches to pupil behaviour.The wide range of specialist contributors, each bringing extensive first-hand experience of teaching, covers the core professional skills and concepts that new secondary school teachers need to acquire, irrespective of their subject specialism or training route, while the following key features of the book are:• Examples and illustrations from real classroom practice.• Details of current research.• Activities, case studies and scenarios.Ian Abbott, Associate Professor; Prue Huddleston, Emeritus Professor; and David Middlewood, Research Fellow, are all based at the University of Warwick’s Centre for Education Studies, UK.

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Hugh McLaughlin is Professor of Social Work and Head of Faculty Research Degrees at Manchester Metropolitan University, UK. He has written and edited a range of books on social work practice and research.Barbra Teater taught on Social Work courses at the University of Bath and University of Bristol, UK, before assuming her current position as Professor of Social Work, MSW Program Director at the College of Staten Island, City University of New York, USA. She is the bestselling author of An Introduction to Social Work Theories and Practice 2nd edition (2014) and Contemporary Social Work Practice (2014).Providing a user-friendly introduction to Social Work research, this textbook will demystify the most important concepts and show why it is important to embrace evidence-informed practice (EIP). In the face of complex and demanding work, it is crucial not to focus solely on the concept of evidence-based practice but to make use of all the evidence at your disposal and allow this evidence to inform your decisions. This book champions the integration of service user and carer knowledge, along with practitioners’ wisdom and the best research evidence to make a difference for service users.Containing helpful examples of how to apply EIP to practice encounters, as well as a range of further reading and activities to help you to critically reflect on your experience, this book explores how EIP can be used to enhance your effectiveness as a Social Work practitioner, professional and social scientist.Chapters in this textbook explore themes and skills you will need to consider and develop in your practice, including:• Identifying, assessing, and critiquing difference types of ‘evidence’ • Understanding what constitutes research knowledge• Ethical issues in practice and research• Implementation of evidence-informed practice and evaluating your practice• Interprofessional practice and creating evidence-informed culturesWritten by experts in the field, this text is essential reading for all Social Work students and qualified practitioners.***This book forms part of the Social Work Skills in Practice series. The series focuses on key social work skills required for working with children and adult service users, families and carers. The books offer both theoretical and evidence-informed knowledge, alongside the application of skills relevant for day-to-day social work practice. They are an invaluable resource for pre-qualifying students, newly-qualified social workers, academics teaching and researching in the field, as well as social work practitioners, including practice educators, pursuing continuous professional development.***'This book is an excellent introduction to the subject for social work students and social workers. It sets out in a very accessible style the ways in which social workers can develop understanding of key features of, and practical ways to make use of, Evidence-Informed Practice, within a real appreciation of the social work role and its values. I would advise all social work students and social workers to read it.'Professor Brian Littlechild PhD, Research Lead, Department of Nursing and Social Work, University of Hertfordshire, UK

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MBA Admissions Strategy is a bestseller that shows MBA applicants:• What MBA Admissions Committees value and how they work • What to say in a b-school application, and how to say it well • How to answer tricky essay and interview questionsIt guides the reader through the four key aspects of competitive MBA admissions: navigating the admissions process; enhancing profile value; managing essay and interview communications; and writing better. MBA Admissions Strategy is about what is hard for MBA applicants to find: the candid “what-I-wish-they’d-told-me” insights about what really works in MBA admissions. It is what to do to win in MBA admissions, and a step-by-step guide how to do it. The 3rd edition, updated throughout, contains new material on success in MBA interviews and wider admissions inputs, in addition to the traditional essays.

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How do adults really learn? How do I handle the first class or session? How can I get my material across in a way that will interest and excite people? Completely revised and updated throughout, the new edition of this friendly and practical book is the guide on how to teach adults. Written in an accessible style, it unravels the myths of teaching adults, while explaining why it is both a rewarding and a complex task.Using case studies and examples from a wide range of sources including higher education, adult education and management development, Adults Learning answers questions such as: How do I deal with a group of mixed ability? How can I can I manage the conflicts that may arise in a group? Which teaching methods work best and which are least effective? The author includes new chapters on problem-based learning and action learning, updated and extensive new material on handling groups, and a revised chapter on coaching, providing plenty of points for further discussion.Adults Learning is a must-read for anyone involved in teaching adults.

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"The book will be valuable for undergraduate and postgraduate students, researchers and lecturers involved in the field of dementia care and the health-care sciences. Furthermore, it provides a useful resource for clinicians who wish to explore their understanding of 'personhood', person-centred care and the nature of Kitwood's critical appraisal of how 'care' should be constructed and delivered."Ageing and Society"Baldwin and Capstick have produced an honest appraisal that is undeniably a reader and critical commentary, and have not shirked from any responsibilities. ... This paperback would serve two distinct strands of readership equally well - those coming afresh to dementia care, or practitioners steeped in the concepts, who are looking to reanalyse and consider future developments. As such, it is difficult to underestimate its value."Nursing in Practice How does Kitwood’s work contribute to our understanding of ‘the dementing process’ and the essentials of quality care? How was Kitwood’s thinking about dementia influenced by the wider context of his work in theology, psychology and biochemistry? What is the relevance today of key themes and issues in Kitwood’s work? Tom Kitwood was one of the most influential writers on dementia of the last 20 years. Key concepts and approaches from his work on person-centred care and well-being in dementia have gained international recognition and shaped much current thinking about practice development. The complexities of Kitwood’s work and the development of his thinking over time have, however, received less attention. This Reader brings together twenty original publications by Kitwood which span the entire period of his writing on dementia, and the different audiences for whom he wrote.Almost ten years after Kitwood’s death, it is now timely to review his contribution to the field of dementia studies in the light of more recent developments and from a critical and interdisciplinary perspective. The introduction to this Reader summarises and problematises some of the key characteristics of Kitwood’s writing. Each of the four themed sections begins with a commentary offering a balanced consideration of the strengths of Kitwood’s work, but also of its limitations and oversights. The Reader also includes a biography and annotated bibliography.Tom Kitwood on Dementia: A Reader and Critical Commentary is key reading for students of social work or mental health nursing, with an interest in dementia care. Professionals working with people with dementia will also find it invaluable.Additional Contributors: Habib Chaudhury, Deborah O’Connor, Alison Phinney, Barbara Purves, Ruth Bartlett.

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"The editors take readers through a breathtaking landscape of perspectives on the foundations of playwork. ... This book invites you to reflect (see Palmer, p51). But above all, it is one that inspires action."Children and Society"Foundations of Playwork is a must read for anyone with an interest in playwork or children's services. It shows the breadth, depth and value of our work with and on behalf of children."Mike Greenaway, Director of Play Wales Play impacts on all aspects of human behaviour and development, including the social, physical, cognitive, creative, emotional and spiritual worlds. The profession of playwork endeavours to provide enriched play environments with a view to enabling children achieve their full potential.This book provides a holistic overview of contemporary play and playwork. Straightforward and accessible, it covers topics such as playwork identity; play environments; the role of the playworker; values and ethics; play and playwork theory; and at the heart of the book, a special chapter located at the cutting-edge of 21st century play theory.The authors position play and playwork within the broader social context of the management and development of play settings, work within and between different sectors of the children's workforce, and the socio-legal framework of children's rights, and legislation. The book has international interest, considering playwork in the UK, US and Romania. It looks at diverse settings such as prisons, hospitals, parks, adventure playgrounds and play centres, schools, youth settings and nurseries.Contributions from many of the leading names in playwork offer the most current theory and practice in the field. They present approaches to playwork using a range of techniques such as case studies and critiques, applied and emergent theorizing, story-telling and reflection. This encourages the reader to gain a breadth of perspective and develop their own contribution to the playwork tradition.Foundations of Playwork is a vital resource for playwork students, practitioners, members of the children's workforce, carers and parents.

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"This book is something of a 'call to arms'… Towards the end of this carefully-researched and well-argued book there is an exhortation to 'step out', 'be brave', and Scott and Codd have, indeed, written a brave book which deserves to be read widely; not only for the detailed analysis it unfolds on the toxic effects of prison, but also for the energy and passion they bring to bear in exploding the many myths which support its continued use."British Journal of Community Justice, Vol 9, Issues 1 & 2 special issue on the Rehabilitation Revolution"Scott and Codd’s Controversial Issues in Prison is a passionate plea for academics to be 'be brave' and 'step out', and thus to acknowledge that the idea of, for example, an 'healthy prison' being (p.170) 'an oxymoron. Prisons are places of sadness and terror, harm and injustice, secrecy and oppression'. Set over ten chapters, eight of which deal with a 'controversial issue' - mental health problems in prison, women in prison, children and young people in custody, race and racism, self-inflicted deaths, the treatment of people who sexually offend, and prisoners and their families – Scott and Codd frame their argument to demonstrate that these issues raise fundamental concerns (p. ix) 'about the legitimacy of the confinement project and the kind of society in which it is deemed essential'."Howard League Journal This textbook is designed to explore eight of the most controversial aspects of imprisonment in England and Wales. It looks at the people who are sent to prison and what happens to them when they are incarcerated. Each chapter examines a different dimension of the prison population and makes connections between the personal troubles and vulnerabilities of those confined.The book investigates controversies surrounding the incarceration of people with mental health problems, women, children, BME and foreign nationals, offenders with suicidal ideation, sex offenders and drug takers, as well as looking at the consequences of incarceration on prisoners' families.Each chapter addresses key questions, such as: How have people conceptualised this penal controversy? What does the official data tell us and what are its limitations? What is its historical context? What are the contemporary policies of the Prison Service? Are they legitimate and, if not, what are the alternatives? The book concludes that the eight penal controversies highlighted in the text collectively provide a damning indictment of the current state of imprisonment in England and Wales and points to the need for radical alternatives for dealing with human wrongdoing rooted in the principles of human rights and social justice. Controversial Issues in Prisons is key reading for students and academics in the fields of criminology and criminal justice, as well as those studying crime and punishment on courses in social policy, sociology, social work and addiction studies.

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"Bishop and Denley in Learning Science Teaching have focused as much on good pedagogy as on the peculiarities of science teaching. It is for this reason that their book will be of value not only to trainees in education, but also to a range of professionals working in schools, Higher Education and, in particular, to those responsible for planning and delivering CPD. It is far more than a test for trainee teachers."Science Teacher Education"Any science teacher looking for ways to improve their teaching will find this book helpful...there is perceptive discussion of almost everything that can happen in a science classroom, and related work outside it."Physics Education What do you need to know to be a successful science teacher? How do you develop or acquire that knowledge? If you are just embarking on your learning journey as a science teacher, or are involved in supporting beginning and early career teachers on their way, then this book is written for you. The authors show how the route to success involves the development of a personal, yet distinctive and complex set of inter-related professional knowledge bases. Throughout the book, the classroom practice of a group of highly accomplished science teachers is analysed to reveal the knowledge bases that they have acquired, which the reader can then reflect upon. In addition, students provide penetrating insights into the kinds of science teaching that engages them.The book argues that highly accomplished science teachers are also continually learning science teachers. It stresses the importance of learning through others, by participation in communities of science practitioners, as well as individual learning through classroom research. Whether you are a beginning teacher or a more experienced teacher looking to support beginning and early career teachers, this book offers a rich source of experiences, ideas and insights to support you on your journey to becoming a successful science teacher.

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The new edition of this popular book has been substantially revised and provides a practical step-by-step guide to community profiling, invaluable for students and practitioners involved in community-based research. The book begins with consideration of what a community profile is, explores the different reasons why community profiles are undertaken and offers tips for planning research. It then looks at methods for collecting, storing and analysing data, and ways of involving the community, concluding with a chapter on ensuring your profile has impact. This book is fully updated throughout and includes: A new chapter on links between community profiling, policy development and practice A new chapter on selecting methods for data collection Bulleted key issues at the end of each chapter Case studies and boxed examples Further reading and a list of additional resources A new appendix for those who want to undertake more complex research A new glossary Community Profiling is essential reading for anyone engaged in community profiling, social auditing, needs assessment or community consultation. Community workers and community practitioners across a range of disciplines including regeneration, neighbourhood management, library services, housing, health, youth work and social care will find it especially useful. It is also a helpful resource for voluntary and community organisations and students required to undertake community-based research.

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"...what makes the book stand out is the inclusion of real research into various criminal justice institutions that have actually been undertaken by the authors. In doing so, what is produced is a book that stimulates interest and injects research passion, as well as offering research ‘know how’ into what can often be a difficult and sometimes dry area of research."Tina Patel, Liverpool John Moores University"This book provides an essential tool for undergraduate students embarking upon their own research projects in Criminology. It provides clear and informative guidance on a range of research methods and designs to assist students in their own criminological endeavours."Jacki Tapley, University of Portsmouth How do criminologists go about studying crime and its consequences? How are programmes for offenders and communities evaluated? How can you collect and analyse criminological material? Research on crime and criminality is often referred to by the media, policy makers and practitioners, but where does this research come from and how reliable is it? Designed especially for students on criminology and criminal justice courses, and professionals working in the field, Researching Criminology emphasises the importance of research as an integrated process. It looks at the ways in which a mixture of investigative methods can be used to analyze a criminological question. Written by two experienced researchers and lecturers Researching Criminology is a comprehensive introduction to the aims, principles and methods of doing criminological research. The book covers all the key topics that you will encounter when researching crime. Individual chapters include material on: The research process Principles of researching criminology How to design criminological research Evaluation research Researching ethically A glossary of essential key concepts Structured in three parts, addressing the principles of criminological research, how to collect and analyse material and providing detailed examples of real world research, Researching Criminology will be of benefit to all students of criminology and criminal justice, for practitioners interested in criminological research, and for those undertaking criminological research for the first time.

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An increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. Contributors examine issues such as: Parental involvement in the transition to school Children's voices on the transition to primary school The construction of identity in the early years Readers will be able to draw support, guidance and inspiration from the different writers to scaffold their own thinking and development in relation to children’s transitions. Ample opportunities are offered for readers to gain confidence and competence in dealing with the range of people involved in transitions, and to the benefit of everyone, not least the children, whose ‘transitions capital’ will grow.Informing Transitions in the Early Years is essential reading for early years students, practitioners, policy makers and researchers.

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“At last a book that not only describes what collective biography is but also explains how to use it … The book describes how to set up collective biography workshops in which participants examine how discursive structures and power relations have both enabled and limited the conditions of possibility for their lived experience. Focusing on a more complicated reflexivity than is usually described in social science research, collective biography, inspired by Frigga Haug and refined by Davies, will no doubt be used increasingly by researchers interested in the production of subjects in a postmodern world.”Elizabeth Adams St. Pierre, University of Georgia, USAThis book introduces the reader to collective biography, an innovative research methodology for use in education and the social sciences. The methodology of collective biography overcomes the theory/practice divide, by putting theory to use in everyday life, and using everyday life to understand and to extend theory. Doing Collective Biography provides guidelines for developing a collective biography project and demonstrates how these guidelines emerged from and were shaped by projects on such topics as subjectivity, power, agency, reflexivity, literacy, gender, and neoliberalism at work. Each chapter gives a detailed example of collective biography in practice, showing how a group of students and/or scholars can work collaboratively to investigate aspects of the production of subjectivity, and clearly demonstrates how poststructural theory can be elaborated and refracted through the experiences of ordinary everyday life.This is key reading for undergraduate and postgraduate students on Education and social science courses with a research element, as well as for academics and professionals undertaking research projects.

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“All who are interested and concerned about educational reform and the improvement of schools will find this book a must read. It stimulates, it challenges, and it informs, such that the reader is most surely enriched by its plenitude.”Dr Shirley Hord, Scholar Emerita“At last we have a book of international cases to add to the literature on networks! Policymakers and practitioners alike will find the reasons why networks are fast becoming the reform organizations of choice. The book elevates network understanding to a new level.”Ann Lieberman, Senior Scholar at the Carnegie Foundationfor the Advancement of Teaching What is a professional learning community? What are the key challenges facing these communities and how might they be resolved? Is it time to extend our thinking about professional learning communities? There is great interest internationally in the potential of professional learning communities for enhancing educational reform efforts and sustaining improvement. This international collection expands perceptions and understanding of professional learning communities, as well as highlighting frequently neglected complexities and challenges. Drawing on research, each chapter offers a deeper understanding of topics such as distributed leadership, dialogue, organisational memory, trust, self-assessment and inquiry, and purpose linked to learning. The last section of the book focuses upon three of the most challenging dilemmas that face developing professional learning communities - developing professional learning communities in secondary school, building social capital, and sustaining professional learning communities. The authors provide pointers on why these challenges exist, offering rays of hope for ways forward.Professional Learning Communities is key international reading for education professionals, school practitioners, policymakers, academics and research students. It is a must-read for anyone interested in building capacity for sustainable learning and the ability to harness your community as a resource for change.

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