the open university milton keynes (Plus de 2 500 résultats)

Paperback. Etat : Very Good. "If you know and love young children, find a way to read this book. Here you will discover the hidden talents of young children for complexity, design, and tenacity for learning. a wonderful addition to the too-small library of quality books on young children's learning through art." Shirley Brice Heath, Professor Emerita, Stanford University and Professor at Large, Brown University, USA "This book is unique in giving an in-depth account of the way young children approach drawing at home and at school. It shows the cognitive value of drawing in childrens intellectual and emotional development and sets out the truly extraordinary range of drawing types that are used and understood by three to six year olds. It is an invaluable experience." Professor Ken Baynes, Department of Design and Technology, Loughborough University, UK This book explores how young children learn to draw and draw to learn, at home and school. It provides support for practitioners in developing a pedagogy of drawing in Art and Design and across the curriculum and provide advice for parents about how to make sense of their childrens drawings. Making Sense of Childrens Drawings is enlivened with the real drawings of seven young children, collected over three years. These drawings stimulated dialogues with the children, parents and practitioners whose voices are reported in the book. The book makes a powerful argument for us to radically re-think the role of drawing in young childrens construction of meaning, communication and sense of identity. It provides insights into the influence of media and consumerism, as reflected in popular visual imagery, and on gender identity formation in young children. It also offers strong messages about the overemphasis on the three Rs in early childhood education. Key reading for students, practitioners and parents who want to encourage young childrens drawing development without interfering with their creativity, and who need a novel approach to tuning into young childrens passions and pre-occupations. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. Have you heard of 'evidence based practice' but don't know what it means? Are you having trouble relating evidence to your practice? This is the book for anyone who has ever wondered what evidence based practice is or how to relate it to practice. Fully updated in this brand new edition, this book is simple and easy to understand - and designed to help those new to the topic to apply the concept to their practice and learning with ease. The book provides a step by step guide to what we mean by evidence based practice and how to apply it. This new edition features: Additional material on literature reviews and searching for literature Even more examples for health and social care practice Extra material on qualitative research and evidence based practice Expanded section on hierarchies of evidence and how to use them A Beginner's Guide to Evidence Based Practice in Health and Social Care is key reading for everyone involved in looking at and applying evidence in healthcare. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. Reviews of the third edition: 'This remains the best general.introduction to working on the PhD. It is well worth consulting by anyone considering the PhD as a route to take, either part-time combined with employment, or full time as a route into academia' - Social Research Association. 'This is an excellent book. Its style is racy and clear.an impressive array of information, useful advice and comment gleaned from the authors' systematic study and experience over many years.should be required reading not only for those contemplating doctoral study but also for supervisors, new and experienced' - "Higher Education".Since the first edition of this innovative book appeared in 1987 it has become a worldwide bestseller. Through it many thousands of students in all faculties and disciplines have been helped to gain their PhDs. Practical and clear, this book examines everything students need to know about getting a PhD through research in any subject. It also helps supervisors and examiners to better understand their role in the process. It is completely updated throughout. It includes a new section on increasingly popular professional doctorates such as EdD, DBA and D.Eng. It includes new material for overseas, part-time and mature students, and their supervisors. It also includes a new diagnostic questionnaire for students to self-monitor progress. It takes in the impact of the new Code of Practice of the Quality Assurance Agency. It includes stories of other PhD students, problems they encountered and how they dealt with them! "How to get a PhD" is the essential handbook for doctoral students! The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. Rudi Dallos discusses the understandings, beliefs, explanations and the constructs that people use in order to manage their relationships in families. "Family" here is a shorthand form for a group of people who are intimately involved over an extended period - and includes one-parent families, step-families, couples without children, homosexual relationships and communal structures. Dallos considers how families construct shared systems of beliefs which serve to guide their percieved options. His argument is illustrated by material drawn from both clinical practice and research into families and employs theories originally formulated in terms of individuals - especially personal construct theory. His aim is to explore intimate relationships in families from the standpoint of people inside them, and to link this exploration to the substantial body of literature which examines families from the outside. In short, this book aims to bridge the gap between system theory (as applied to families) and Kelly's personal construct theory and, in so doing, aims to encourage new ways of seeing and doing therapy. It reveals how a family's problems are related to its shared beliefs and how we can use therapy to challenge those beliefs and help with those problems. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. This book examines the free play of children in middle childhood, exploring their actual play activities in the school playground. It counters the widespread concern about the supposed decline in children's play with fresh evidence from Australia, Canada, France, Israel and Britain of the vibrancy, creativity and variety of free play activities, particularly in the school playground. The detailed case studies discuss the many aspects of children's play traditions, including the use of playground space, the ways in which children learn and adapt games and rhymes in multicultural and monocultural settings, children's creative and subversive use of mass media items, and gendered dimensions of play. Emphasis is on children's own perceptions, the importance of free play at a time when it is increasingly under threat, and the benefits that an informed appreciation of contemporary children's play can bring to teaching, the management of school playtime, and intercultural and intergenerational understanding. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. This book builds upon Stephen J Ball's previous work in the field of education policy analysis. It subjects the ongoing reforms in UK education to a rigorous critical interrogation. It takes as its main concerns the introduction of market forces, managerialism and the National Curriculum into the organization of schools and the work of teachers. Ball argues that these reforms are combining to fundamentally reconstruct the work of teaching, to generate and ramify multiple inequalities and to destroy civic virtue in education. The effects of the market and management are not technical and neutral but are essentially political and moral. The reforms taking place in the UK are both a form of cultural and social engineering and an attempt to recreate a fantasy education based upon myths of national identity, consensus and glory. The analysis is founded within policy sociology and employs both ethnographic and post-structuralist methods. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. * How do I begin to plan my research? * How can I be sure that I am collecting useful data and analysing it appropriately? * Do I need a sophisticated understanding of statistics in order to carry out high quality research?If these are questions which concern you, then you will find great support in this reassuring and down to earth book. It tells the story of five postgraduate researchers on their journey to successful completion of Master of Education or PhD degrees. Four of the five were new to research, had demanding full time jobs and so were researching part time - and at a distance. All four undertook quantitative studies and even though two of them claimed to be 'afraid of stats' at the beginning, they all succeeded in producing quality theses. The fifth researcher had previous relevant research experience and had an award which enabled her to carry out a full time qualitative investigation at doctoral level. All five faced sharp learning curves at various times but they learnt from their experiences, as we all do. They discuss very openly some of the mistakes they made, the lessons they learnt and, with hindsight, how they might have done things differently.A comprehensive glossary, key quotations in boxes and detailed annotated further reading combined with a straightforward writing style make this an invaluable text for any researcher. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. Reviews of the first edition:".full of sparkling analysis . an absorbing account of how and why the practice of special education has failed to live up to expectations . a tour de force . A challenging, badly needed book likely to be read for many years to come." Dr Caroline Roaf, British Journal of Educational Studies". a sophisticated, multidisciplinary critique of special education that leaves virtually no intellectual stone unturned. It is a must-read for anyone interested in the role and significance of inclusive pedagogy in the new struggle for an inclusive society." Professor Tom Skrtic, University of Kansas, USA"While this is a weighty book, there is real clarity about the key ideas and no doubting their importance . its challenges to our thinking make it essential reading." Dr Melanie Nind in Times Educational Supplement.a striking . thought-provoking yet lyrical account which is both uncompromising in its stance and refreshing in its intellectually sophisticated critique. Professor Phil Garner in British Journal of Special EducationReview of the second edition:"Having read this book with much pleasure when it first came out in 2001, I am delighted to see its authors rewarded with the accolade of a second edition. Indeed it has been an equally agreeable experience to revisit it, and interesting too, since there have been some significant shifts in thinking in the intervening years. As Thomas and Loxley rightly infer, a second edition supports their contention that there is indeed 'an appetite among professionals in education for ideas, argument and scholarship'. This book provides plenty of all three." Support for Learning Volume 23 Number 2 2008In the second edition of this best-selling text, the authors critically examine the intellectual foundations of special education and consider the consequences of their influence for professional and popular thinking about learning difficulties. In light of this critique, they suggest that much of the knowledge about special education is misconceived, and proceed to provide a powerful rationale for inclusion derived from ideas about social justice and human rights. Revised and updated throughout, the book contains new material on social capital, communities of practice and a 'psychology of difference', as well as a new chapter on Inclusive education for the twenty-first century.Deconstructing Special Education and Constructing Inclusion is essential reading for teachers, head teachers, educational psychologists and policy makers. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. Holistic models of cancer and palliative care frequently refer to spirituality as an important element. But what do we mean when we talk about spirituality and how do we provide spiritual care? This book sets out an understanding of this complex domain, describing how spirituality is experienced and expressed, and looks at the impact of terminal illness.The author argues that if we are to recognize spirituality as a significant aspect of living and dying then care providers must develop an interesting, consistent and effective approach. Therefore issues of training, policy and practice all need to be addressed.Spirituality is often represented as the fourth pillar of palliative care, and yet it is often the least developed area in terms of both theory and practice. Originating from the author's clinical and teaching experience, this book aims to explore the concepts, issues and practical implications of spirituality in care. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. Reviews of the first edition"This book must become the classic text for students of education, social and welfare policies. Sally Tomlinson, doyenne of policy-orientated education and social research, has written with commendable clarity and comprehensiveness a superb book on British education." Journal of Social PolicyThis book provides a context for understanding education policy which is currently missing from education and social policy courses. It should be compulsory reading." Len Barton, Institute of Education, University of London"The persistence and reinforcement of class advantage through English education policy is a key theme. this book does a superb job of both highlighting the key social justice concerns and controversies over the last fifty years and providing an overview of education policy developments over the same period." British Journal of Sociology of EducationHighly commended - S.E.S Book Prize 2002The acclaimed first edition of Education in a Post-Welfare Society provided a critical overview of education policy since 1945. It demonstrated how a relatively decentralised education system became a system in which funding, teaching and curriculum are centrally controlled and privatisation encouraged, with education becoming a prop for global market economy rather than a pillar of the welfare state. The second edition continues the policy story up to 2005, covering two terms of a New Labour government and their plans for a third term. It also continues an examination of the relationship of education policy to social class, race, gender and the economy, paying attention to the educational disadvantages of some ethnic groups and refugee children. The book includes chronologies of education acts, reports and initiatives and summaries of major legislation. This is an invaluable resource for all those concerned with social policy and education, including educational researchers, professionals and politicians. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. Hugely popular, this worldwide bestseller - over 200,000 sold. This is an invaluable tool for anyone carrying out a research project. We all learn to do research by actually doing it, but a great deal of time and effort can be wasted and goodwill lost by inadequate preparation. This book provides beginner researchers with the tools to do the job, to help them avoid some of the pitfalls and time-wasting false trails, and to establish good research habits. It takes researchers from the stage of choosing a topic through to the production of a well-planned, methodologically sound, and well-written final report or thesis on time. It is written in plain English and makes no assumptions about previous knowledge.This new edition of Doing Your Research Project includes: new chapter on ethics; coverage of latest techniques such as grounded theory; completely updated coverage of documentary evidence; increased examples from health studies; and new referencing, library searching, and literature review chapters. This book is a guide to good practice for beginner researchers in any discipline embarking on undergraduate or postgraduate study, and for professionals in such fields as social science, education, and health. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. Learn a range of effective behaviour management techniques for your classroom!Successful teaching and learning requires a thorough understanding of how to implement a range of effective behaviour management approaches, strategies and philosophies. It is not only essential to put be able to put these approaches into practice, but also have an understanding of the reasoning behind the behaviour and the underlying theoretical perspectives to maintain an effective working environment. Through the use of case studies, reflective tasks and examples from the classroom this book generates a new approach to the 'hows' and 'whys' of behaviour management in the primary school. With its interactive style of discussion, debate, reflection and analysis, it supports and develops classroom practice to ease the stresses and strains of those entering the teaching profession - and those already with experience.There are a range of interactive features in each chapter including: THINK - take a moment to contemplate an element of text, an idea or a strategy REFLECT - encourages you to critically analyze and relate ideas to your own practice CONSIDERATIONS - draws attention to alternative approaches and thinking that you might like to incorporate into your own teaching strategiesThe chapters explore issues such as behaviour phases at different ages, how to convert policy into practice, and creative approaches to behaviour management. The approach is both supportive and reassuring, offering positive suggestions for continually improving and developing practice.Effective Behaviour Management in the Primary Classroom is a key resource for all students on Initial Teacher Training courses and Early Years Foundation/Childhood Studies degrees and primary practitioners. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. This book provides an up-to-date, in-depth treatment of the major issues, theories and findings in perception and representation. It introduces a cross-section of different research methods and the reader is encouraged, by means of activities and self-assessment questions, to become an active participant in cognitive psychology. In particular, the student is introduced to conceptual categorization, object recognition and face recognition by working through actual problems and so is able to test and develop theoretical frameworks by 'hands-on' experience. The first edition of this book established itself as an accessible, contemporary introduction to this area. This second edition has been extensively rewritten to take account of the latest research, including developments in neuropsychology and computer modelling. Perception and Representation, Part I, discusses the nature of the conceptual categories which serve to organize our knowledge of the world into manageable chunks. Part II moves on to consider how we actually see and recognize objects. The third and final part examines the specific issues surrounding the perception and recognition of faces. Reviews of the first edition: 'Perception and Representation is extremely well-designed. The sections of each main part are clearly and logically related, the book contains many helpful summaries, 'self-assessment questions' and a final 'Overview' section. The writing is lively and clear, requiring no specialist background in Psychology.' Arts Education Review of Books '. the interlacing of computational and psychological research provided is refreshing and up-to-date.' British Journal of Psychology. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. * What part do behavioural and psychological factors play in the health of an individual? * Which theories contribute to health promotion at the individual and community level? * How effective are such interventions in improving people's health? Psychology and Health Promotion is the first book to set out in clear and authoritative terms the role of psychological theory in health promotion. It adopts both structuralist and social regulation models of health and health promotion, considering the significance of psychological processes in each case. The authors examine how behaviour and the social environment may contribute to health status and how psychological processes may mediate the effect of environmental conditions. They go on to consider the theory underlying interventions that are aimed at individuals and large populations, and the effectiveness of attempts to change both individual behaviour and the environmental factors that may contribute to ill-health. This highly approachable volume is structured as a textbook and includes a summary and further reading at the end of each chapter, as well as a substantial bibliography. It is designed to provide an invaluable resource for advanced undergraduate and postgraduate courses in health psychology, clinical psychology and social psychology as well as students and practitioners in health and social welfare, including health promotion. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "This thoughtful book provides expert overviews of historical, sociological, psychological, cultural, legal and rights-informed approaches to childhood. Through these well written, readable chapters, students will be engaged with important debates in childhood studies, and led towards many ideas and problems for further investigation. This second edition includes new chapters arguing strongly for interdisciplinarity and for measured responses to the current 'crisis' in UK childhoods." Berry Mayall, Institute of Education, University of London, UK An Introduction to Childhood Studies offers a wide-ranging and thought-provoking approach to the study of childhood, providing an important contribution to this burgeoning area of research and teaching. It brings together key themes in the area of Childhood Studies, providing a comprehensive and accessible introduction for students and practitioners, helping to answer questions such as: What is childhood and how can it be studied and understood? How is the idea of childhood shaped by the society we live in? The contributors - who are leading figures in their fields - examine childhood from historical, socio-cultural and policy perspectives. They explore aspects such as the construction of childhood, children's literature, childhood in the digital age and children's rights. Revised and updated throughout, the new edition includes: An expanded introductory chapter - Childhood Studies: past, present, future A new chapter on children's rights and educational provision A new concluding chapter - The future of childhood Revised and updated chapters Further reading suggestions for each chapterAn Introduction to Childhood Studies is a key text for students on courses in childhood studies, child psychology, social policy and the sociology of youth and childhood. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "At last, a jargon free Evidence Based Practice Book! This book gives the impression that it is a friendly tutor always on standby to answer any of your questions. It is written well, in a personable style to allow the reader to take in all the concepts of Evidence Based Practice. The book is up to date and recognises that not all areas of health and social care have the privilege of being supported by huge pieces of research and RCT's. In these cases, advice and guidance is readily at hand in the book to show the reader what other evidence can be out there and how to use it." Irene Mabbott, Practice Development Co-ordinator (Evidence based Practice), Northern General Hospital, Sheffield"I love this book. It's ideal for students new to research and qualified professionals needing an update. I wish it had been around when I was a student as it would have made searching for, critiquing and reviewing literature a much smoother process. I think this book should be on every university reading list. It is set out in an easy to follow format with lots of examples relating to practice which allows the reader to understand the importance research from the first page." Lynda Luke, Registered Nurse and Moderator on www.studentnurse.org.uk"I would just like to say this is the best text I have come across for my module for under-graduate students. It is pitched at just the right level and is written in a style that is easy to engage with. The layout and the structure are also easy to follow and it is a really good introduction to EBP. I intend recommending this to my students and thank you once again for sending me a copy of this." Jean Davison, Teesside University, UK"The book provides a basic introduction to Evidence Based Practice and many related issues. A spectrum of information from 'what is evidence' to 'how to implement evidence' has been included in an easy to navigate contents page. Some clinical experience is necessary to understand the links to clinical practice their importance and implications. Some useful website addresses are provided in order to increase and widen access to other necessary resources." Nicola Olleveant, The University of Manchester, UK"This is one of the best books I have come across for beginners to evidence based practice. Written in a style thats easy to understand and jargon free, this book helps with undertaking research, making it a lot easier to understand." Kerry Davis, Student Nurse, University Campus Suffolk, UKHave you heard of 'evidence based practice' but don't know what it means? Are you having trouble relating evidence to your practice? This is the book for anyone who has ever wondered what evidence based practice is or how to relate it to practice. This accessible book presents the topic in a simple, easy to understand way, enabling those unfamiliar with evidence based practice to apply the concept to their practice and learning. Using everyday language, this book provides a step by step guide to what we mean by evidence based practice and how to apply it. It also: Provides an easy to follow guide to searching for evidence Explains how to work out if the evidence is relevant or not Explores how evidence can be applied in the practice setting Outlines how evidence can be incorporated into your academic writing A Beginner's Guide to Evidence Based Practice in Health and Social Care is key reading for everyone involved in looking at and applying evidence - students, practice educators, mentors and practising health and social care professionals. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "This is a unique portrait of a group of working-class families whose 4 year old children start school on the cusp of the millenium in urban Britain. It is a brilliant analysis of ways in which parents, children and teachers strive to cross cultural and linguistic boundaries to come to a common understanding of 'school'. Beautifully written, it is essential reading for all involved in the education of young children." - Eve Gregory, Professor of Language and Culture in Education, Goldsmiths, University of London. "This book will challenge and support practitioners in their quest to improve early childhood practice. The use of theory is 'friendly' and the real-life examples of the experiences of young children and their parents really bring home to the reader the experience of inequality. Readers will rarely find a book which expresses the complexity of educational experience in such an accessible form. This is a valuable book for every level of early years training." - Iram Siraj-Blatchford, Professor of Early Childhood Education, Institute of Education, University of London. * How does the home experience of children from poor and ethnic minority communities influence their adaptation to school? * How does the traditional 'child-centred' and progressive pedagogy of early years classrooms meet the needs of children from culturally diverse backgrounds? Starting School seeks to address these key questions by tracing the learning experiences of individual children from a poor inner-urban neighbourhood - half of them from Bangladeshi families - as they acquire the knowledge appropriate to their home culture and then take this knowledge to their reception class. The book highlights the small differences in family life - in parenting practices, in perspectives on childhood, and in beliefs about work and play - which make a big difference to children's adaptations to school. In other words, it shows how children succeed and fail from their early days at school. It shows too how the 'good intentions' of good teachers can sometimes allow children from certain backgrounds to become disaffected, and learn to fail; and it suggests ways of working with children from working class and multicultural families which may help both children and parents to gain a better understanding of school learning in the UK. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. The introduction of the Foundation Stage for children age three to becoming six has had a profound impact on policy and practice in early education in the UK. The choice of the word 'foundation' to describe this first stage of learning has emphasised the importance of children's earliest experiences in underpinning all their subsequent attitudes and achievements. In this innovative and challenging book, Julie Fisher has brought together some of the country's leading early years specialists to explore how educators can establish firm foundations for young children's learning. The themes in the book are stimulated by the metaphor of 'foundations', with an introduction by an architect who explains the principles of establishing firm foundations for buildings. Each of these established engineering principles is then creatively explored from an educational perspective as the authors seek to question how the foundations laid for buildings can offer fresh insights into the principles for creating firm foundations for learning. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "This is a surprising and welcome book. a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching." TES The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "Over the past centuries research and practice has supported the use of inclusive practices as opposed to segregation. Political events relating to equality for all have spurred these changes. This book provides a valuable journey of exploration into these processes that have brought us where we are today - slow but steady progress towards inclusive practices within mainstream schools." International Journal of Disability, Development and Education"Everyone believes in inclusion - or do they? This excellent new book takes readers on a compelling historical journey which explores the beliefs, the barriers, the evidence and the practice that surrounds the pursuit of a more inclusive education system. Historically 'the time never seems to have been right' for a fully inclusive education system in Great Britain. Perhaps the climate and context of the first decade of the 21st Century has the potential to make it the 'Age of Inclusion'. If so - this book will certainly help us to achieve this elusive goal."Tony Dessent, Luton Borough Council"Ten years after the Salamanca Statement, this book helpfully brings together a broad range of texts to stimulate all of us to reflect on the progress made towards more inclusive education. Particularly impressive is the way that Thomas and Vaughan locate discussion of inclusion in wider debates about the nature of society."Mel Ainscow, University of ManchesterThis book examines the key influences behind the moves towards inclusive education and inclusion in mainstream society. The first of its kind anywhere in the world, this seminal work features more than 50 extracts from key documents and classic texts, alongside illuminating commentaries by two experts in the field. Inclusive Education: Readings and Reflections demonstrates that moves to inclusion have come from many directions: research; the imperative for greater social justice; calls for civil rights; legislation that prohibits discrimination; original, distinctive projects started by imaginative educators; and the voices of those who have been through special education. These sources are marshalled and organised in this book. It is essential reading for students on a range of courses in inclusive education and special educational needs, and for anyone wishing to understand the development of inclusive education, including teachers, headteachers, educational psychologists, and parents. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. * What is 'applied discourse analysis'? * How can discourse analysis inform social and psychological interventions? * What are the advantages and disadvantages of these applications? Discourse analysis has become increasingly popular as a research tool in psychology and as a subject taught on undergraduate courses. However, discourse analysts have been reluctant to move beyond deconstruction and to make recommendations for practice in the social world. This book seeks to identify ways in which discourse analytic research can inform recommendations for social and psychological practice. It presents six detailed discussions of discourse analytic studies, each of which engages with a contemporary social practice: reproductive technologies, police-suspect interviewing, stress self-help literature, sex education, clinical diagnoses of 'schizophrenia' and cigarette smoking. These six chapters map out a continuum of orientations to application, ranging from a clear commitment to specific interventions to a position of cautious engagement. The book concludes with a summary and evaluation of the ways in which discourse analysis may be used to reconcile the spirit of deconstruction with a commitment to practical application. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "This is a welcome book with a focus on physical activity in the Early Years. It has much to offer students and those working with young children. It also has the potential to help physical education students and teachers achieve a greater depth of understanding of the early years." Early Years, Vol 24, No 1, March 2004This book considers the enormous potential of physical activity to enrich the lives of all children. The authors share the view that physical development, growth and learning are of fundamental importance in all our lives, but particularly so for the growing child. Physical Education offers a unique opportunity to encourage all areas of development. The book emphasises the need for stimulating, engaging and developmentally appropriate movement experiences from birth onwards and offers concrete guidance for parents, teachers and childcare workers in both indoor and outdoor settings. Each chapter is a manifesto for children learning through movement. Drawing upon recognized good practice and research, this book offers a realistic, informed and original model of movement education for all young children. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "This book was written by a senior lecturer in health science with a great deal of input from nurses. It highlights the burden of treatment and is a resource for non-medical prescribers in identifying adverse drug reactions and for recognising definitions and classifications. . The sections on potential problems and suggestions for prevention and management were particularly enlightening. The book provides ideas for better patient consultations through discussions about medications and their effects." Nursing Standard"This likeable little book is a definite contributionto the field and should find a home in every ward,unit and hospital library shelf." International Emergency Nursing"This book is exceedingly timely. I am certain it will be invaluable to both undergraduate and post graduate student nurses, and, also act as a continuing reference source. Thoroughly recommended." Molly Courtenay, Reading University, UK"Sue Jordan has combined her deep understanding of her own discipline with her long experience of teaching nurses, to produce just the right type and level of information that nurses need, in a format that they will find relevant to their practice and easy to use. This book will be an essential reference resource for every ward bookshelf." Professor Dame June Clark, Swansea University, UKThis popular Nursing Standard prescription drug series is now available for the first time in book format! Organised by drug type and presented in an easy-to-use reference format, this book outlines the implications for practice of 20 drug groups: ACE inhibitors Antibacterial drugs Anti-coagulants Antidepressants Anti-emetics Anti-epileptic drugs Antipsychotics Beta blockers Bronchodilators Controlling gastric acidity Corticosteroids Cytotoxic drugs Diuretics Insulin Laxatives NSAIDs Opioids Oral anti-diabetic drugs Thyroid and anti-thyroid drugs Vasodilators (calcium channel blockers and nitrates) Each drug group is presented in handy quick check format, and covers: Drug actionsIndicationsAdministrationAdverse effectsPractice suggestions Cautions/contra-indicationsInteractions. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. This is a practical resource for early childhood professionals who want to understand the role of leadership in early childhood. With community insistence on quality early childhood care and education in a time of diminishing resources, professionalism has become a major issue. The author presents a framework for understanding the demands of leadership and for developing skills that are relevant to the early childhood context, including: communication and interpersonal skills; building and leading an early childhood team; decision-making; conflict management; implementing change; the role of research; working with parents; promoting early childhood professionals' unique contribution to the welfare of children and families in the community. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. What does contemporary criminological theory look like? What impact does it have on policy? What might its future be? This substantially revised and updated text provides the student with an accessible understanding of the current nature of criminological theory. Its main focus is on development in criminological theorising over the past twenty-five years paying particular attention to 'right realism', 'left realism' and developments arising from the influence of theorising around gender. The relationship of criminological theory and knowledge to current policy agendas is given particular attention in this second edition, and a key concern of the text is to paint a picture for the student of the complex interplay between criminology, criminal justice, social justice and politics. The author concludes by offering an insight into some of the theoretical concerns that might better inform the future development of criminological theory. In all, this represents an ideal theoretical text for students of criminology and trainees in criminal justice, including clear summaries, an expanded glossary and suggestions for further reading. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "Academics are expected to write but seldom consider and discuss the nature of academic writing. As a result, the practice is shrouded in mystery. Writing for Academic Journals makes explicit much of what is normally opaque and it should be among the first ports of call for any academic who is contemplating getting published. This new edition achieves the near-impossible: improving on what was already acknowledged as a first-rate compendium". Professor Ronald Barnett, Institute of Education, University of London, UK "Our experience is that Rowena's practical approach works for busy academic staff. Not only does it enable them to increase their publication output and meet deadlines, but it boosts enthusiasm for writing and stimulates creative thinking." Kate Morss, Director, Queen Margaret University College, Edinburgh, UK "How many of us find the prospect of writing for an academic journal a daunting task sointimidating that barely an undetectable degree of arm twisting is required to furtherrelegate the task to an ever lower position on our priority list? Sound familiar? Well lookno further, those woes may be on the run thanks to this well thought-out and very readable short book." Ian Pearce,Consultant Urological Surgeon,Manchester Royal Infirmary This book unravels the process of writing academic papers. It tells readers what good papers look like and how they can be written. Busy academics must develop productive writing practices quickly. No one has time for trial and error. To pass external tests of research output we must write to a high standard while juggling other professional tasks. This may mean changing our writing behaviours. Writing for Academic Journals, Second Edition, has been comprehensively updated to include the most recent research and theory in order to provide new knowledge on writing across the disciplines. Drawing on her extensive experience of running writing workshops and working closely with academics on developing writing, Rowena Murray offers practical and tested strategies for good academic writing. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. "This book is superb. Most undergraduates have to undertake some form of literature review which may be daunting, this book explains it in an clear, easy to understand format. Explanations are given as to why undertaking a literature review is undertaken. Summery sections at the end of each chapter allow the reader to reflect on what they have just read, allowing the information to sink in. This book should be on every university's recommended reading list." Kerry Davis, Student Nurse, University Campus Suffolk, UK "This book is fantastic! It gives a clear, concise guide to carrying out a literature review, which is of course a widely used formative assessment technique in a nursing program .(it includes) in depth explanations and reasons as to how and why it is important to do a literature review .the summary section at the end of each chapter is excellent, and allows the reader to review their understanding of what they're just read. Overall an excellent book which is a must for any student nurse!" Gem Smith, Student Nurse, Northumbria University, UK "This book is superb. It explains the entire process of writing a literature review very clearly .extremely helpful as the prospect of reviewing literature can be quite daunting. " Vicky Bain, Student Nurse, University of Nottingham, UK "A comprehensive, easy to read guide which will help students to understand how to undertake a literature review, and how to use the resultant information effectively." Anne-Marie Warnes, University of Central Lancashire, UK "As a student, currently writing a literature review, I found this an extremely helpful book, which is invaluable in demystifying some of the more challenging elements, while at the same time providing clear, simple, appealing and appropriate guidance. This is a must have for undergraduate nursing students, and indeed all healthcare students embarking on such projects." Audrey Grace, Trinity College Dublin, Dublin, Ireland This bestselling book is a step-by-step guide to doing a literature review in health and social care. It is vital reading for all those undertaking their undergraduate or postgraduate dissertation or any research module which involves a literature review. The new edition has been fully updated and provides a practical guide to the different types of literature that you may come across when undertaking a literature review. It includes: Examples of commonly occurring real life scenarios encountered by students Emphasis on the importance of setting a question at the very start of the project Advice on how to follow a clearly defined search strategy Details of a wide range of critical appraisal tools Doing a Literature Review in Health and Social Care 2/e is essential reading for students at all levels within the health and social care field - and a useful text for anyone new to reviewing and appraising evidence. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. The key argument of The Characteristics of Effective Early Learning is that how children learn is as important as what they learn. This book helps you understand how to support the learning and development of young children through promoting the characteristics of effective early learning: play and exploring, active learning, and creating and thinking critically. The book: Investigates how children engage in learning through playing and exploring, and are motivated through active learningExplores how children become creative and critical thinkers able to review their own learning and thinking, imaginatively solving problems and excited by their own Examines appropriate approaches to observation, assessment and planningSupports practitioners in reporting on how children demonstrate these characteristics for the revised EYFS profile Rich in practical examples and case studies, this is an essential read for early years students and practitioners who want to find out more about how to promote the characteristics of effective early learning in their practice.Contributors: Di Chilvers, Clare Crowther, Kim Porter, Sue Rogers, Judith Stevens, Nancy Stewart, David Whitebread"This is such a useful addition to other publications which clarify, enrich and expand on messages in the revised Early Years Foundation stage. A range of early years experts offer valuable insights on important topics linked to young children learning. The contributors write authoritatively drawing on historical studies as well as more current research. Authentic case studies vividly illustrate theoretical points.Helen sets the stage beautifully, providing a rationale, structure and sequence to a book which truly and lovingly celebrates the processes of children's unfolding development." Marion Dowling, Early Years Specialist and Vice President of Early Education"An insightful and engaging read for students and professionals within the Early Years sector that brings alive the concepts of effective learning that underpin the Early Years Foundation Stage. The book provides an excellent synthesis of developmental and pedagogic research enabling readers to make connections between theory and practice. One of the great strengths of the book is the way in which young children are celebrated as active and powerful agents in their own learning. The book allows readers to reflect on how adults can build on this to ensure that the potential for learning within each child is fully supported through effective pedagogies as well as in more formal planning and assessment. The contributing authors bring a variety of perspectives and knowledge that combine to illuminate the principles behind effective early years practice and explore how these can be translated into meaningful and supportive experiences for children." Dr Mary Wild, Principal Lecturer, School of Education, Oxford Brookes University, UK"What a wonderful sub-title 'Helping young children to become learners for life'. It is so refreshing to find, (among the plethora of new publications on child development) a book that really sees all children as 'rich children' and describes them as capable and confident learners. All the authors share their knowledge in a highly accessible manner which means I can recommend this book to both our practitioners and students undertaking first degrees and post qualifying courses.The authors clearly identify the qualities and attributes of highly effective learners. They share the view that young children come into Early Childhood Education settings hungry to make sense of relationships and the world they are growing up in. They powerfully describe the kind of skilled educators that children deserve; educators who can harness children's energy, engage with their interests and extend their critical thinking." Dr Margy Whalley, Director of the Pen Green Centre for Children and Families and the Pen Green Research Base. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Etat : Very Good. The traditional role of the form or class tutor has developed into that of an academic or personal tutor; that is, an adult who works with students to guide, support and help them manage their learning. Academic or personal tutoring as a practice of learning benefits many students in secondary schools and colleges. It is increasingly adopted and specifically customised by a range of institutions who believe it will establish good habits of learning now and in the future.Whose Learning? explores the concept of academic and personal tutoring and brings together established theoretical arguments; current activities in schools and classrooms; and observations gleaned from the authors own research. It recognises the important role of the personal tutor in working individually with his or her students, and illuminates the processes, educational relationships and learning interactions underpinning this role.The book addresses three fundamental strands of the learning process and their complex inter-relationships: Knowing what to learn Knowing how to learn Knowing yourself as a learner Offering examples of good practice in supporting student learning Whose Learning? is essential reading for student, beginning and more experienced teachers in schools and colleges who want to reflect on and improve their own practices. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.